L  Cmicle  to  the  Teacliits  Master^' 
of  Texts. 


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eDUCr\TlUI\j  ueit' 


A  GUIDE  TO  THE  TEACHER'S 
MASTERY  OF  TEXTS 


AND 


AIDS  IN  ELEMENTARY  INSTRUCTION 


By  EDITH  C.  BUCK,  A.  M. 

Professor  of  Elementary  Instruction  in  the  Iowa  State  Normal  School 
Cedar  Falls,  Iowa 


19    0    8 

MATT   PARROTT  &   SONS   CO.,   WATERLOO^   IOWA. 


1 


B' 


Copyrighted  1906 


SECOND  EDITION 

Revised  and  Copyrighted  1908 
By  Edith  C.  Buck 


PREFACE. 

A  school  text  is  often  the  embodiment  of  thoughts 
which  have  been  worked  out  step  by  step  in  the  class 
room  and  have  developed  gradually.  Such  has  been  the 
history  of  this  book. 

The  work  which  was  carried  on  for  a  year  approxi- 
mately, by  means  of  mimeographed  copies  provided  for 
each  pupil,  was  first  presented  in  book  form  in  1906. 
This  edition  has  been  in  use  for  two  years  and  the  author 
feels  convinced  that  if  the  work  is  pursued  conscientiously 
and  faithfully,  the  results  to  the  pupil  are  markedly 
beneficial. 

To  Whom  Useful. — It  is  believed  this  text  will  prove 
useful  to  several  classes  of  people : 

I.  To  superintendents  and  members  of  book  commit- 
tees of  school  boards  who  may  wish  to  examine  the  merits 
and  demerits  of  texts  under  contemplated  adoption. 

II.  To  the  teacher  who.  has  the  privilege  of  selecting 
the  book  best  adapted  to  her  work. 

III.  To  institute  workers  who  teach  Methods  or  Didac- 
tics, because  of  the  lists  of  questions  which  may  be  made 
the  bases  of  discussions. 

IV.  To  those  conducting  grade  meetings  in  the  public 
schools. 

V.  To  the  progressive  teachers  who  are  striving  for 
advancement  in  their  profession. 

VI.  To  those  criticising  a  new  publication  or  the  ad- 
vance sheets  of  school  texts  intended  for  publication. 

Grades  Included.— The  plan  of  the  work  is  to  deal  with 
grades  from  the  fourth  to  the  eighth,  inclusive.  When 
primary  subjects  have  been  touched  upon,  it  is  because 
it  is  thought  the  pupil  will  have  a  better  understanding 


of  the  subject  if  the  foundation  upon  which  it  rests  is 
thoroughly  understood. 

Chapters. — ^No  attempt  has  been  made  to  answer  all  the 
questions  asked  upon  any  one  subject,  nor  to  present  a 
complete  treatise  upon  it,  as  the  volume  would  be  too 
bulky. 

They  should  be  supplemented  by  references  from  other 
texts  and  best  of  all  by  the  teacher's  own  personal 
experience,  since  the  answers  to  numberless  questions  are 
not  contained  within  the  covers  of  any  book. 

Questions. — In  no  sense  is  the  list  of  questions  on  any 
one  subject  intended  to  be  exhaustive.  Many  of  them 
are  such  as  any  teacher  who  is  well  equipped  for  her 
work  is  expected  to  know. 

Each  teacher  will  use  them  as  her  individuality  may 
dictate. 

Outlines  for  the  Examination  of  Texts. — A  writer  has 
said,  "The  intellectual  treasures  of  the  past  are  locked 
up  in  books."  It  behooves,  then,  the  intellectual  teacher 
to  unlock  these  treasure  houses  and  partake  of  the  rich 
feast  provided.  The  outlines  contained  herein  may  serve 
as  the  gateway.  No  outline  found  in  this  book  was  made 
to  cover  simply  the  subjects  included  in  any  one  text. 
For  example,  before  the  outline  on  texts  for  the  first, 
second  and  third  readers  was  attempted,  examination 
was  made  of  the  following  series  in  the  foregoing  grades : 
Brumbaugh 's  Standard  Readers,  Stepping  Stones  to  Liter- 
ature, Lights  to  Literature,  Graded  Literature  Readers, 
Progressive  Course  in  Reading,  The  Jones  Readers, 
School  Reading  by  Grades,  Heart  of  Oak  Books,  and  the 
Heath  Readers.  The  salient  points  of  all  these  sets  were 
selected  and  used  in  making  the  outline,  the  less  promi- 
nent characteristics  being  excluded. 

Problems. — The  experienced,  thoughtful  teacher,  who 
cares  for  her  pupils  and  for  advancement  in  her  profes- 
sion, looks  at  the  subject  which  she  is  to  present  from 


every  standpoint  and  strives  to  weigh  carefully  all  the 
things  she  needs  to  bear  in  mind  to  make  her  presenta- 
tion as  strong  as  possible.  She  knows  into  just  what 
pitfalls  the  pupil  is  likely  to  fall,  what  difficulties  may 
beset  him  and  what  can  be  done  to  heighten  interest  when 
it  seems  to  be  lagging. 

It  is  not  assumed  that  the  problems  included  in  the 
text  will  present  entirely  new  thoughts  to  experienced 
teachers,  but  it  is  hoped  that  they  may  contain  at  least 
some  new  suggestions.  But  to  the  uninitiated,  who  must 
gain  their  knowledge  mainly  through  experience,  to  such 
it  is  hoped  these  problems  may  be  particularly  valuable. 

Acknowledgment  Paid. — Grateful  acknowledgment  for 
helpful  suggestions  is  paid  to  Dr.  H.  H.  Seerley,  Presi- 
dent of  the  Iowa  State  Normal  School,  to  Professor  W.  II. 
Bender,  Supervisor  of  Advanced  Training,  to  Professor 
E.  J.  Cable  and  to  Miss  Alison  E.  Aitchison,  both  of  the 
Department  of  Physiography  and  Geography;  to  Pro- 
fessor H.  C.  Cummins,  of  Drawing,  Penmanship  and 
Bookkeeping  Department,  for  the  questions  on  Penman- 
ship, and  to  Miss  Frances  M.  Dickey,  of  the  Musical 
Department,  for  the  questions  on  music. 

Last,  but  not  least,  thanks  are  due  to  my  father,  Pro- 
fessor S.  J.  Buck,  D.  D.,  who  for  forty  years  was  a  teacher 
in  Iowa  College. 

EDITH  C.  BUCK. 
Cedar  Falls,  Iowa,  September  8,  1908. 


SUGGESTIONS  TO  TEACHERS. 

Chapters  and  Questions. — In  discussing  the  different 
subjects  contained  in  this  text,  it  is  assumed  that  the 
chapters  and  questions  on  the  subjects  considered  will 
be  studied  preparatory  to  the  recitation.  The  questions 
may  then  be  used  simply  as  a  basis  for  discussion,  or  the 
pupils  may  have  access  to  them  in  class  as  great  care  has 
been  exercised  to  arrange  them  logically.  The  original 
teacher  will  add  to  and  subtract  from  according  to  her 
own  knowledge  and  the  advancement  of  the  pupils.  In 
studying  the  chapters  many  supplementary  books  should 
be  read.  In  Dr.  J.  P.  Gordy's  "A  Broader  Elementary 
Education,"  the  educational  values  of  literature,  history, 
English,  arithmetic  and  other  subjects  are  particularly 
helpful  if  used  in  connection  with  this  text. 

It  is  believed  that  the  pupil  should  not  be  graduated 
with  a  one-sided  view  of  a  subject,  but  that  different 
opinions  should  be  presented  for  his  consideration,  as 
such  a  course  of  treatment  will  inevitably  broaden  him. 
The  chapter  on  arithmetic  as  found  in  Educational  Aims 
and  Values,  by  Paul  H.  Hanus  of  Harvard  University, 
presents  quite  the  opposite  view  from  that  of  Dr.  Gordy, 
and  is  well  worth  careful  study.  Other  pedagogical  texts 
should  be  consulted  as  the  teacher  may  dictate.  The 
questions  on  history  are  founded  on  McMurry's  Special 
Method  in  History  and  the  questions  on  the  five  formal 
steps  are  based  upon  the  Method  of  the  Recitation  by  the 
same  author. 

Examination  of  the  Text. — So  far  as  the  author  has 
learned,  the  system  of  text  examination  is  pursued  in  a 
manner  peculiar  to  this  school,  in  which  it  originated, 
and  since  this  is  true,  perhaps  an  explanation,  even  if 
somewhat  lengthy,  may  not  be  out  of  place. 


In  examining  books,  plan  the  work  so  that  each  member 
of  the  class  is  provided  with  the  text  to  be  examined  and 
also  with  notes  on  the  outline. 

Taking  Notes. — Experience'  has  proved  that  if  the  text 
to  be  examined  is  assigned  to  the  pupil  some  time  before 
it  is  required  in  recitation,  the  results  will  be  much  more 
satisfactory,  as  the  one  period  of  study  preceding  the 
recitation  is  not  sufficient  for  the  thorough  and  intensive 
investigation  which  some  texts  need. 

Also,  the  actual  drudgery  of  going  into  minute  details 
such  as  some  texts  demand  does  not  seem  so  great  if  the 
examination  extends  over  several  study  periods  instead 
of  one. 

See  that  the  pupil  makes  as  much  personal  examination 
in  his  preparation  as  possible  and  that  he  has  written 
down  his  observations  in  a  form  that  is  easily  accessible 
during  the  recitation  period.  Demand  also  that  these 
notes  contain  the  exact  pages  upon  which  the  particular 
points  indicated  in  the  outline  may  be  found,  otherwise 
the  work  of  the  recitation  will  be  desultory  and  will  be 
greatly  hindered  by  an  attempt  to  turn  again  to  a  certain 
place  found  during  the  study  period.  When  the  pupil 
has  recited  as  much  as  he  has  discovered  in  the  prepara- 
tion, the  teacher  may  bring  out  points  overlooked,  which 
are  peculiar  to  the  book  under  discussion,  and  which  no 
one  outline,  however  general  it  may  be,  can  be  expected 
to  comprehend. 

Texts  Examined  in  Detail. — The  plan  at  the  Iowa  State 
Normal  is  to  have  the  pupil  examine  one  complete  set  of 
readers,  history  texts  from  the  fourth  to  the  eighth 
'grades,  two  texts  each,  one  elementary  and  one  advanced 
in  English,  arithmetic,  geography  and  spelling. 

Review  Questions  on  Texts  Examined. — The  experi- 
enced teacher  knows  that  it  is  of  inestimable  value  to  be 
able  to  turn  instantly  to  a  large  number  of  texts  for  sup- 


plementary  work,  and  know  exactly  where  to  find  what 
is  sought. 

For  answering  review  questions  found  in  this  book, 
there  is  a  pedagogical  library  oi:)ening  out  of  the  recita- 
tion room  containing  all  the  books  listed  at  the  close  of 
the  text,  and-  each  pupil  is  required  to  examine  miscel- 
laneous lists  and  find  the  answers  to  the  questions 
assigned  him  personally,  the  number  varying  according 
to  the  size  of  the  class.  Should  the  number  be  too  many, 
the  teacher  may  supplement  the  pupil's  research  from 
her  own  notes. 

Order  of  Answering. — The  class  is  not  required  to 
answer  the  review  questions  in  regular  order,  because : 

1.  Some  questions  require  more  research  than  others. 

2.  If  the  class  is  large,  the  pupil  during  one  study 
period  may  not  have  access  to  the  books  needed  to  answer 
his  questions  fully. 

3.  There  is  not  time  for  all  the  questions  to  be 
answered  in  one  recitation. 

The  following  is  the  plan  which  has  been  pursued: 

A  slip  of  paper  is  given  each  pupil  containing  the  num- 
bers of  the  questions  assigned  him.  The  teacher  also 
records  these  on  a  printed  list  containing  all  the  num- 
bers, arranged  in  regular  order,  found  in  the  entire  set 
of  questions.  As  soon  as  the  question  is  answered,  it  is 
crossed  from  the  teacher's  record  and  serves  to  indicate 
when  the  lesson  is  completed  and  also  aids  the  pupil  who 
is  unfortunate  enough  to  lose  the  numbers  assigned  him. 

Since  a  good  deal  of  time  is  consumed  in  writing 
answers  to  all  these  review  questions  in  class,  the  plan 
has  been  adopted  of  writing  only  the  initials  standing 
for  the  different  texts,  the  teacher  indicating  by  black- 
board or  chart  beforehand  what  shall  be  used. 

Unless  the  text  is  to  be  retained  permanently  the  pupil 
should  record  in  his  note-book  the  word  for  which  the 
abbreviation  stands.    Each  pupil  brings  the  result  of  his 


research  to  class  and  as  report  is  made  under  the  teacher's 
guidance  always  (in  case  such  report  may  not  be  correct 
even  though  the  pupil  has  exercised  his  best  judgment) 
notes  are  taken  and  when  the  report  is  completed  each 
member  of  the  class  has  the  entire  list  of  review  questions 
answered  in  his  note-book,  and  has  at  his  command  texts 
helpful  in  many  subjects  when  he  enters  the  teaching 
field. 

It  is  believed  that  if  thorough  w^ork  is  done  in  this 
examination  review  that  the  teacher  will  be  equipped 
in  just  this  essentially  needful  direction. 

How  Questions  Should  be  Answered. — The  notes  which 
the  pupil  takes  upon  the  different  texts  are  designed  to 
aid  him  in  his  future  work  as  a  teacher,  therefore  do  not 
allow  him  to  answer  questions  found  in  the  outline  sim- 
ply by  "yes"  or  "no."  If  this  is  permitted,  unless  the 
outline  is  at  hand  the  notes  will  be  practically  valueless. 
If  the  pupil  is  pursuing  a  course  of  study  there  is  a  possi- 
bility that  the  notes  may  not  be  consulted  for  some  time 
to  come,  and  "yes"  or  "no"  will  mean  but  little  to  him. 
Let  the  pupil  select  the  particular  word  or  phrase  that 
most  accurately  describes  the  text  under  consideration 
and  then  the  notes  will  prove  of  value  for  future  refer- 
ence. 


INTRODUCTION. 

The  planning  of  work  in  elementary  schools  so  as  to 
secure  economy  of  time  and  effort  and  also  successful 
administration  is  one  of  the  greater  problems  in  modern 
educational  organization.  The  mastery  of  technique  that 
the  teacher  possesses  has  much  to  do  with  the  outcome  of 
the  endeavors  that  are  made.  Technique  is  acquired  by 
investigation,  study  and  application  until  the  habit  the 
teacher  desires  to  attain  is  developt.  To  meet  these  needs 
it  becomes  essential  to  train  the  power  of  initiativ  of  the 
manager  and  the  instructor  in  all  particulars  that  are 
essential  to  progress  and  improvement.  Without  this  the 
personal  characteristics  that  are  absolutely  essential  to 
a  teacher's  capability  may  be  marred  by  fiitil  or  extrava- 
gant endeavor  and  by  reckless  ignorance,  thus  depriving 
the  children  to  be  taught  and  to  be  trained  of  their  right- 
iul  inheritance  to  the  qualifications  demanded  by  this 
age  of  education  and  enlightenment. 

These  lessons  undertake  the  task  of  training  the  judg- 
ment and  the  comprehension  thru  definit  exercises  because 
ii  is  recognized  that  thru  the  judgment  being  made  ser- 
viceable and  effectiv  originality  is  born  and  initiativ 
becomes  a  possibility.  Teachers,  before  all  other  persons, 
need  to  train  themselves  to  think  definitly,  accurately 
and  wisely  because  they  should  acquire  the  capability  of 
refraining  from  expression  of  opinion  or  of  assuming  to 
teach  the  truth  until  they  have  fully  investigated  and 
have  thought  out  the  problem  involved  to  the  end.  Their 
occupation  compels  them  to  attain  the  power  of  recog- 
nizing readily  causes  and  results  in  order  that  they  may 
see  clearly  the  way  in  which  these  are  related  or  united 
and  thus  discern  the  proper  steps  of  instructing  others. 


By  so  doing,  time  of  teacher  and  pupils  is  saved,  strength 
and  energy  is  preserved  and  at  the  same  time  effort  and 
opportunity  are  actually  enlarged.  The  adoption  of  such 
a  system  of  investigating  the  purpose,  the  methods  of 
interpretation  and  the  plans  of  school  work  is  highly 
important  to  the  improving  teacher  because  such  an  appli- 
cation is  salutary  as  an  act  and  constructiv  of  power  and 
efficiency  as  a  result.  For  this  object,  the  author  applies 
systematic  method  to  the  branches  to  be  taught  in  the 
elementary  school,  endeavoring  thereby  to  prepare  the 
student  to  better  solve  the  daily  problems  that  commonly 
confront  the  teacher,  believing  that  anyone  who  does  this 
work  thoroly  and  successfully  will  develop  nativ  power 
to  solve  other  difficult  and  unexpected  problems  as  they 
may  arise  in  experience.  It  is  not  claimed  that  there  is 
but  one  good  way  to  do  these  things  and  that  the  full 
mastery  of  this  special  way  will  give  the  greatest  success, 
but  it  is  claimed  that  the  possession  of  the  details  of  one 
excellent  method  of  doing  school  work  prepares  a  teacher 
to  originate  other  ways  thru  the  development  of  inde- 
pendent judgment  and  the  mastery  of  skill  in  initiativ. 
The  author  of  these  pages  knows  from  experience  the 
problems  involved  and  has  given  much  time  and  study  to 
the  working  out  of  these  plans.  Knowing  the  public 
schools  from  the  standpoints  of  pupil  and  teacher,  from 
the  association  with  students  preparing  to  teach  and  from 
the  vision  that  is  given  by  student  work  in  secondary, 
collegiate  and  professional  education,  the  author  has, 
therefore,  the  competency  to  speak  with  authority  con- 
cerning these  phases  of  elementary  instruction  and  this 
contribution  to  educational  literature  deserves  a  cordial 
and  enthusiastic  reception. 

HOMER  H.  SEERLEY, 
President  Iowa  State  Normal  School. 


CONTENTS 


Preface. 

Suggestions  to  Teachers. 

Introduction. 

Part  I.    Reading  and  Educational  Value  of 
Text  Examination. 

I.     Heading   17 

II.     Questions  on  Reading 25 

III.  Suggestions  for  the  Study  of  Literary  Selec- 

tions        30 

IV.  Educational  Value  of  Text  Examination 32 

V.     Outline    for    the    Study    of    Texts    of  First, 

Second  and  Third  Readers 34 

VI.     Problems  Which  the  First  Grade  Teacher  has 

to  Meet  in  Teaching  Reading 41 

Problems   That   Confront   the   Second   Grade 

Teacher  in  Reading 42 

Problems  Before   the   Teacher  of  the   Third 

Reader  43 

VII.     Outline  for  the  Study  of  Reading  Texts  from 

the  Fourth  Grade  and  Upwards 46 

VIII.     Problems  Before  the  Teacher  of  the  Fourth 

Reader  55 

Problems   Before   the    Teacher   of  the   Fifth 

Reader  57 

IX.     Review  Questions  on  the   Texts  of  Readers 

Examined    58 

Part  II.— English. 

X.     English  65 

XI.  Questions  on  English 75 

XII.  Outline  for  the  Study  of  Texts  in  English 79 

XIII.  Review  Questions  on  English  Texts  Examined     87 

XIV.  Problems    That    Confront    the    Teacher    of 

English    91 


Part  III. — Arithmetic. 

XV.     Arithmetic   95 

XVI.     Questions  on  Number  and  Arithmetic 114 

XVII.     Outline  for  the  Study  of  Texts  in  Arith- 
metic     119 

XVIII.     Review  Questions  on  the  Texts  of  Arith- 
metics Examined 128 

XIX.     Problems  Which  Confront  the  Teacher  in 

Teaching  Arithmetic 133 


Part  IV. — Geography. 

XX.     Geography 137 

XXI.  Questions  on  Geography 159 

XXII.  Outline   for   the    Study   of   Geographical 

Texts    165 

XXIII.     Review  Questions  on  Geographical  Texts 

Examined    171 

XXIV.     Problems  Which  Confront  the  Teacher  of 

Geography 176 


Part  v.— History. 

XXV.  Questions  on  McMurry's  Special  Method 

in  History  179 

XXVI.  Outline  for  the  Study  of  History  Texts  in 

the  Grades 186 

XXVII.     Review  Questions  on  History  Texts  Exam- 
ined     195 

XXVIII.     Problems  Which  Confront  the  Teacher  of 

History  in  the  Grades  198 


y 


'     Part  VI.— Spelling. 

XXTX.     Spelling    203 

XXX.     Questions  on  Spelling 216 

XXXT.     Outline  for  the  Study  of  Texts  in  Spelling.  220 
XXXII.     Problems  Which  Confront  the  Teacher  of 

Spelling 225 


Part  VII. — Miscellaneous. 


XXXIII.     Questions  on  Music   227 

XXXiy.     Questions  on  Penmanship 232 

XXXV.     Questions  on  Manual  Training 237 

XXXVI.     Questions  on  the  Five  Formal  Steps 242 

XXXVII.     The  Hectograph  246 

XXXVIII.     Opening  Exercises   248 

XXXIX.     Lists  of  Texts  to  be  Examined 259 


PART  I.    READING  AND  EDUCATIONAL 
VALUE  OF  TEXT  EXAMINATION 


CHAPTER  I. 
READING. 


Importance  of  Reading. — Reading  is  of  vital  importance 
to  the  child  because  he  must  read  intelligently  in  order  to 
understand  the  various  texts  he  will  have  to  study. 

Value  of  Reading. — I.  It  is  one  of  the  earliest  subjects 
to  be  studied  by  the  average  child,  and  the  one  which 
perhaps  beyond  all  others  is  continued  throughout  life. 
II.  Broad  culture  and  wide  information  are  gained  by 
means  of  it.  III.  The  man  who  is  well  read  may  become 
highly  intelligent  even  if  he  has  been  deprived  of  school 
advantages.  IV.  One  becomes  acquainted  with  those 
who  have  penned  masterly  thoughts  in  all  ages. 

The  Natural  Process. — The  natural  process  by  which 
the  child  learns  to  read  is  first,  the  object;  second,  the 
concept  of  the  object;  third,  the  name;  fourth,  the  spoken 
word ;  and  fifth,  the  written  word. 

Systems  of  Teaching  Reading. — Some  of  the  systems  by 
which  the  child  learns  to  read  are  the  Eclectic,  the 
Sentence,  the  Word  and  Sentence  combined,  the  Ward 
Rational,  the  Aldine,  and  the  Action  system.  Many  oth- 
ers might  be  mentioned,  but  they  are,  as  a  rule,  modifica- 
tions of  these. 

Board  Work. — A  sufficient  amount  of  board  work, 
which  may  consist  of  sentences  drawn  from  the  child  by 
skilful  questioning,  or  those  of  the  teacher  ^s  own  con- 
struction, written  upon  the  board  to  be  read  by  the  child, 
should  precede  the  study  of  the  text.  The  basis  of  board 
work  may  be  those  subjects  which  appeal  most  to  the 
child's  life  and  come  closest  to  his  experience,  such  as 


;18,  A.QUip^  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

nature  study,  natural  phenomena,  stories  of  history, 
fables,  myths,  art,  beginning  geography  and  manual  train- 
ing. If  well  graded,  intelligent  board  work  is  continued 
for  four  months,  or  even  longer,  it  forms  a  fine  founda- 
tion for  the  text.  Board  work  may  be  made  preparatory 
to  the  text  by  using  such  subjects  as  are  included  in  the 
text  which  is  to  succeed,  and  by  asking  questions  in  such 
a  manner  that  the  child  will  unconsciously  use  the  words 
of  the  text.  Script  should  be  used  almost  exclusively  in 
this  work.  When  it  is  time  to  make  the  transition  to  the 
text  a  few  lessons  may  be  given  in  which  print  is  used 
and  the  most  difficult  words  placed  upon  the  board  in 
script  and  print. 

Transition  From  Script  to  Print. — The  ideal  way  to 
teach  the  child  to  read  is  when  a  subject  has  been  finished 
by  means  of  board  work  to  arrange  these  same -sentences 
logically,  have  them  printed  by  means  of  the  hectograph, 
mimeograph,  typewriter,  printing  press,  or  cheapest  of  all, 
by  hand,  and  placed  in  the  child's  hands  to  read.  In 
many  progressive  schools,  the  printing  press  is  owned  by 
the  board,  and  is  used  entirely  to  further  the  work  of 
the  school.  There  will  be  given  a  life  and  an  interest  to 
the  recitation  that  cannot  be  obtained  by  giving  the  child 
the  text  to  read,  for  these  sentences  are  upon  a  subject 
in  which  he  is  vitally  interested,  they  were  formed  by 
him  or  by  some  of  his.  friends,  and  grew  so  naturally 
out  of  the  work  of  the  class  that  he  seizes  the  connection 
between  the  spoken  and  printed  thought  as  he  cannot  pos- 
sibly do  when  the  board  work  is  followed  by  the  book. 
These  sentences  may  eventually  be  bound  together  and 
thus  teacher  and  pupil  form  their  own  text.  This  aids 
the  child  to  make  the  transition  readily,  and  this  work 
is  also  furthered  by  seat  work  with  the  letters  of  the 
alphabet,  by  seeing  the  alphabet  in  large  size  located  per- 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  19 

manently  in  a  conspicuous  place  in  the  room,  and  by  the 
teaching  of  phonics. 

Phonics. — The  child  should  be  taught  phonics.  1.  To 
enable  him  to  discover  new  words  for  himself.  2.  To 
prepare  him  to  use  the  dictionary  eventually.  3.  To 
teach  him  to  articulate  distinctly.  He  should  be  taught 
phonics  after  he  has  learned  from  fifty  to  about  two 
hundred  words. 

Many  valuable  suggestions  for  teaching  him  phonics 
may  be  gained  from  Mrs.  Pollard's  Synthetic  Manual, 
and  also  from  the  Ward  System  of  teaching  reading. 

Word  Drills. — The  word  drills  may  be  given  in  connec- 
tion with  the  board  or  reader  work,  and  serve  to  help 
the  child  retain  the  word. 

Correlation. — Language,  history,  nature  study,  art  and 
geography  are  some  of  the  subjects  with  which  reading 
may  be  correlated  to  advantage. 

New  Words. — One  of  the  greatest  hindrances  in  reading 
is  the  lack  of  the  mastery  of  words,  and  much  of  the 
teacher's  force  in  the  early  stages  of  the  work  must  be 
put  upon  the  mechanical  process  of  fixing  them  in  the 
child's  mind.  He  should  not  be  taught  isolated  lists,  but 
should  learn  the  new  words  as  the  need  of  them  arises, 
since  he  grasps  with  greater  force  that  for  which  he 
feels  a  present  necessity. 

How  to  Teach  Expression. — Another  hindrance  to  good 
reading  is  lack  of  expression,  and  the  teacher  needs  to 
work  diligently  to  gain  this  from  the  child.  The  child 
copies  in  expression  his  elders  with  whom  he  comes  in 
contact,  and  that  copy  is  often  unnatural  and  artificial. 
The  reading  manner  which  should  be  cultivated  is  the 
animated,  conversational  one.  If  the  child  grasps  the 
thought  clearly,  as  may  be  ascertained  by  questioninc:, 
and  reads  with  reasonably  good  expression,  that  should 
suffice. 


20  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

The  child  taught  to  read  correctly  by  the  word  and  sen- 
tence method  has  taken  a  long  step  towards  good  expres- 
sion. Some  of  the  ways  in  which  good  expression  may 
be  gained  are  these: 

1.  In  the  beginning  work,  require  the  child  to  glance 
at  the  sentence  quickly  and  read  without  looking  at  the 
book. 

2.  Have  the  lesson  reproduced  before  any  reading  is 
attempted  in  class. 

3.  Let  the  child  assume  a  character  in  a  dialogue. 

4.  Allow  him  to  read  to  the  class  a  selection  outside 
of  the  text,  which  particularly  interests  him. 

5.  Let  one  child  read  while  the  others  close  books, 
those  listening  reproducing  later.  Sentiment  is  against 
the  poor  reader,  because  those  hearing  cannot  grasp  the 
thought  readily. 

The  teacher  should  rarely  read  the  text  for  the  child. 
He  may  show  his  ideal  of  good  rendition  by  selections 
read  at  other  times  than  during  the  reading  period.  His 
interpretation  at  such  times  should  be  as  faithful  and 
faultless  as  possible.  If  he  is  a  poor  reader  it  would  be 
best  to  read  but  seldom  before  the  school.  An  especially 
capable  pupil,  who  is  able  to  hold  the  attention  of  the 
pupils,  may  read  before  the  school,  as  this  is  an  aid  to 
the  individual  and  an  incentive  to  others. 

Faults  in  Reading. — Hesitation  is  often  due  to  a  lack 
of  the  mastery  of  words  or  of  expression,  showing  the 
mechanical  process  has  not  been  emphasized  sufficiently. 
If  the  articulation  is  not  distinct  it  may  be  because  phonics 
was  not  well  taught  in  the  lower  grades  or  because  of 
impediment  of  speech.  Drill  may  be  given  upon  special 
sounds  or  words.  Attention  may  be  given  to  phonics  in 
connection  with  the  spelling  lesson;  or  texts,  arranged 
especially  for  teaching  phonics  to  advanced  pupils,  may 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  21 

be  studied.  The  high-strained  tone  of  voice  often  results 
from  embarrassment,  or  from  imitating  artificial  copies. 

The  child  should  be  taught  that  reading  means  repro- 
ducing the  author's  thought  in  a  natural  manner. 
Drawling  may  result  from  the  lack  of  the  mastery  of 
words,  and  failure  to  grasp  the  thought.  It  is  said  that 
the  pupil  has  a  mental  as  well  as  a  physical  pace,  but 
perhaps  resort  to  more  of  the  mechanical  process  may 
obviate  this  difficulty. 

Oral  Reproduction  as  a  Substitute  for  Oral  Reading. — 
Since  there  may  be  much  listlessness  and  inattention  in 
the  reading  recitation,  would  it  be  a  good  plan  to  substi- 
tute a  good  deal  of  oral  reproduction  for  oral  reading? 
The  child  may  be  pronouncing  the  words  distinctly  and 
be  giving  fairly  good  expression  while  the  undercurrent 
of  his  thoughts  is  running  in  an  entirely  different  direc- 
tion. If  he  reads  but  once,  in  class,  silently,  for  the  first 
time,  a  selection  he  knows  he  may  be  required  to  produce 
orally,  he  will  concentrate  his  attention  in  a  manner  which 
brooks  no  comparison  with  the  attention  he  bestows  upon 
oral  reading.  In  reproducing,  he  must  necessarily  put 
the  thought  into  his  own  words,  and  the  effort  in  this 
case  is  vastly  greater  than  the  other.  Most  of  the  read- 
ing which  the  average  child  does  is  for  the  sake  of  getting 
the  thought,  while  the  one  who  reads  orally  is  quite  an 
exception.  It  would  seem  that  even  if  an  entire  substi- 
tution is  not  made  it  would  be  a  very  valuable  occasional 
exercise.  If  the  pupil  in  studying  finds  a  word  he  does 
not  know  the  teacher  may  help  him  pronounce  it  or  write 
it  with  mark  and  accent  upon  the  board,  erasing  it  as  soon 
as  the  pupil  has  noted,  so  that  the  work  may  be  individual. 

Why  the  Child  Will  Not  Study  His  Reading  Lesson.-— 
The  average  child  will  not  spend  much  time  upon  his 
reading  lesson  because : 


22  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OP  TEXTS 

1.  It  doesn't  interest  him. 

2.  He  is  not  given  something  definite  to  do. 

3.  He  has  studied  reading  ever  since  he  started  to 
school,  and  there  is  nothing  particularly  new. 

4.  Of  over-confidence  in  his  ability  to  make  a  fairly 
creditable  recitation  in  the  average  class,  if  he  uses  his 
wits  well  during  the  class  period,  without  making  much 
previous  preparation. 

5.  Many  pupils  do  not  understand  what  an  intensive 
study  of  the  English  language  means. 

6.  When  the  child  has  read  the  selection  and  grasped 
the  thought  he  deems  that  sufficient. 

7.  He  knows  that  the  work  of  the  study  period  will 
not  help  him  materially  in  the  recitation. 

8.  He  has  heard  the  book  read  so  many  times  that  all 
interest  is  gone. 

The  Study  Period. — It  is  essential  to  plan  with  great 
care  the  work  of  the  study  period.  In  the  lower  grades 
it  is  necessary  to  give  the  child  something  in  the  line  of 
written  preparation  to  keep  him  fully  employed  at  this 
time.  In  the  upper  grades,  if  the  reading  recitation  is 
to  profit  the  child,  he  must  be  given  something  definite 
to  do  that  he  will  be  interested  in  performing. 

Lessons  in  the  Order  of  the  Text. — In  the  lower  grades 
it  may  be  necessary  to  assign  the  lessons  in  order  because 
of  gradation,  but  in  the  upper  grades  some  subjects  may 
be  far  more  interesting  to  the  pupil  at  certain  times  and 
under  existing  conditions  than  at  others,  so  these  should 
be  assigned  as  judgment  dictates. 

Periodicals  Instead  of  Readers. — If  the  right  selections 
from  the  best  periodicals  are  judiciously  chosen  they  may 
prove  very  interesting  to  the  pupil.  The  material  is  fresh, 
and  is  what  intelligent  people  are  reading  and  discussing, 
and  great  interest  may  be  awakened  among  the  pupils. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  23 

Dramatization. — After  a  selection  has  been  read  and 
understood,  if  the  child  enjoys  it,  he  may  be  allowed  to 
dramatize  it,  thus  making  far  more  vivid  and  real  the 
mind's  impression. 

Use  of  the  Dictionary  and  Encyclopedia. — The  diction- 
ary and  encyclopedia  may  add  much  interest  to  the  read- 
ing lesson.  The  average  child  will,  perhaps,  not  use  it 
very  intelligently  before  ten  years  of  age. 

The  Reading  of  Standard  Authors. — The  teacher  may 
induce  the  child  to  read  standard  authors: 

1.  By  assigning  interesting  selections  to  be  read  from 
these  authors. 

2.  By  being  thoroughly  interested  in  literature  herself. 

3.  By  reading  just  enough  at  opening  exercises  to 
make  the  pupil  eager  to  read  more. 

A  Desire  for  Reading  Good  Literature. — One  of  the 
finest  deeds  a  teacher  can  perform  for  a  pupil  is  to  culti- 
vate in  him  the  habit  of  reading  good  literature.  The 
teacher  may  influence  the  pupil  in  choosing  his  library 
books,  or  in  his  home  reading.  If  she  has  a  strong 
influence  over  her  pupils,  the  mere  mention  of  a  book  may 
make  the  pupil  wish  to  read  it.  She  may  have  a  reading 
table  containing  choice  books  where  pupils  may  read 
at  intermissions. 

The  Literary  Atmosphere  of  a  Home. — The  literary 
atmosphere  of  a  home  is  so  far  reaching  in  its  influence 
that  the  teacher  may  well  study  closely  to  see  how  it  was 
created.  The  current  topics  of  the  day  are  discussed. 
Geographical  and  historical  references  bearing  upon  them 
are  looked  up  and  read.  If  a  war  is  in  progress,  a  map 
is  in  an  easily  accessible  place,  and  events  are  noted  from 
day  to  day.  A  book  is  read  and  discussed  in  the  family 
circle,  and  criticisms  by  able  writers  are  noted. 


24    A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

Moral  Lessons. — The  pupil  prefers  to  discover  the  moral 
lesson  for  himself  rather  than  have  it  forced  upon  him. 
Ask  him  his  opinion  of  a  character's  action  and  as  he 
approves  or  condemns  he  states  what  he  would  have 
done  if  placed  in  like  circumstances,  and  thus  he  forms 
his  standard  of  morality. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  25 

CHAPTER  II. 
QUESTIONS  ON  READING. 

1.  Why  is  reading  of  such  importance  to  the  pupil? 

2.  Of  what  value  is  it  to  him? 

3.  When  begin  to  teach  him  reading? 

4.  AVhen  cease? 

5.  What  is  the  natural  process  by  which  the  child  learns 

to  read? 

6.  What  are  some  of  the  systems  by  which  he  learns  to 

read? 

7.  How  is  each  of  these  systems  taught? 

8.  What  are  good  books  of  reference  on  the  subject  of 

primary  reading  ? 

9.  What  should  precede  the  study  of  a  reading  text  ? 

10.  What  is  meant  by  board  work? 

11.  What  may  be  made  its  basis? 

12.  How  give  a  lesson  in  it  ? 

13.  How  long  should  it  be  continued? 

14.  Should  script  or  print  be  used? 

15.  How  may  board  work  be  made  preparatory  to  text? 

16.  How  is  transition  made  from  board  work  to  text? 

17.  By  what  means  is  script  put  into  print? 

18.  In  what  schools  is  the  printing  press  used? 

19.  Why  is  phonics  taught? 

20.  When  teach  phonics? 

21.  How  teach  it? 

22.  Why  are  word  drills  given? 

23.  How  may  such  drills  be  given? 

24.  When  should  the  child  begin  to  use  the  text? 

25.  What  are  the  titles  of  some  of  the  best  first  readers? 

26.  With  what  subjects  may  reading  be  correlated? 


26  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

27.  What  hinders  the  child  from  being  a  good  reader? 

28.  How  should  new  words  be  taught  ? 

29.  Should  isolated  lists  be  taught? 

30.  How  gain  expression  from  the  child? 

31.  Who  are  the  child's  copies  in  expression? 

32.  What  kind  of  reading  manner  do  you  wish  to  culti- 

vate in  him? 

33.  What  degree  of  expression  should  be  exacted  of  him? 

34.  Should  he  imitate  the  teacher's  reading? 

35.  If  not,  how  will  he  gain  the  teacher's  idea  of  good 

reading? 

36.  What  should  be  the  quality  of  the  teacher's  effort? 

37.  If  the  teacher  is  a  poor  reader  is  it  best  for  her  to 

read  before  the  school? 

38.  Would  you  allow  an  especially  capable  pupil  to  read 

before  the  school? 

39.  Of  what  value  would  it  be? 

40.  What  are  good  selections  to  read  to  pupils? 

41.  What  causes  the  child  to  hesitate  in  reading? 

42.  How  overcome  the  habit  of  hesitation  on  pupil 's  part  ? 

43.  If  phonics  has  been  neglected  in  lower  grades  how 

may  it  be  taught  to  advanced  pupils? 

44.  How  may  distinct  articulation  be  secured? 

45.  Why  should  the  child  articulate  distinctly? 

46.  What  attention  should  be  paid  to  the  observance  of 

punctuation  marks? 

47.  What  causes  the  child  to  read  in  a  high-strained  tone 

of  voice? 

48.  How  prevent  him  from  reading  in  this  manner? 

49.  What  makes  him  read  in  a  sing-song  tone? 

50.  What  may  be  done  to  prevent  such  a  tone? 

51.  What  causes  the  child  to  read  in  a  drawling  tone? 

52.  How  break  the  habit  of  drawling? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  27 

53.  What  are  the  advantages  of  concert  recitation  in 

reading  ? 

54.  The  disadvantages? 

55.  Should  there  be  oral  reproduction  as  a  substitute  for 

oral  reading? 

56.  Which  demands  more  effort  from  the  child? 

57.  How  should  new  words  be  taught  in  this  case? 

58.  Why  will  not  the  average  pupil  spend  much  time  on 

his  study  of  the  reading  lesson? 

59.  What  are  his  difficulties  in  studying  reading? 

60.  What  are  his  difficulties  in  reading  in  4th,  5th,  6th, 

7th,  8th,  9th  grades,  and  the  High  School? 

61.  Why  is  it  necessary  to  plan  carefully  for  the  work  of 

the  study  period? 

62.  What  should  the  pupil  be  given  for  study  period  in 

4th,  5th,   6th,   7th,  8th,    9th,    and    High    School 
grades  ? 

63.  How  assign  a  lesson  to  different  grades? 

64.  Should  lessons  be  given  in  order  of  text  book? 

65.  What  subjects  are  made  the  bases  of  readers? 

66.  Which  would  be  your  choice? 

67.  Should  the  pupil  study  thoroughly  one  reader  in  a 

grade  or  handle  many  texts? 

68.  What  is  your  opinion  of  using  periodicals  instead  of 

texts? 

69.  As  supplementary  to  texts? 

70.  How  may  newspapers  be  used,  instead  of  readers? 

71.  What  periodicals  would  you  use? 

72.  Should  newspapers  as  reading  matter  be  encouraged 

below  fourth  grade? 

73.  Of  what  degree  of  difficulty  should  the  supplement- 

ary reading  be? 

74.  What  are  some  of  the  best  supplementary  books  ? 

75.  What  is  dramatization? 


28     A  GUIDE  TO  THE  TEACHER'S  MASTERY  OP  TEXTS 

76.  What  is  its  value? 

77.  How  often  should  it  be  used? 

78.  What  selections  may  be  dramatized  successfully? 

79.  In  what  grades  should  the  dictionary  be  used? 

80.  In  what  grades  the  encyclopedia? 

81.  Should  spelling  be  taught  in  connection  with  reading 

lesson  ? 

82.  If  so,  why? 

83.  In  what  grades? 

84.  What  place  on  the  program  should  the  reading  reci- 

tation occupy? 

85.  How  many  periods  a  day  should  be  devoted  to  it? 

86.  How  much  time  should  be  spent  in  one  recitation  of 

4th,  5th,  6th,  7th,  8th,  9th  and  High  School  grades? 

87.  How  induce  the  child  to  read  the  works  of  standard 

authors  ? 

88.  How  may  the  habit  for  good  reading  in  after  life  be 

cultivated  ? 

89.  What  bearing  has  the  literary  atmosphere  at  home, 

or  lack  of  it,  upon  the  child's  power  to  interpret 
literature  ? 

90.  Who  was  reared  in  a  literary  atmosphere? 

91.  How  was  this  atmosphere  created? 

92.  How  teach  the  moral  lessons  to  be  gained  from  the 

selection? 

93.  What  selections  are  suitable  for  High  School  classes  ? 

94.  How  should  a  selection  in  such  a   grade  be  pre- 

sented? 

95.  What   difficulties   beset   the   High   School   pupil   in 

reading? 
96i     How  may  reading  reports  be  kept? 
97.     What  three  selections  are  considered  by  some  to  be 

the  finest  in  the  English  language  t 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  29 

98.  What  can  the  teacher  do  to  influence  the  child's 

outside  reading? 

99.  What  may  be  done  to  provide  reading  material  for 

children  outside  of  texts? 

100.  What  is  meant  by  the  spiral  system  in  reading  ? 

101.  Why  is  reading  so  difficult  a  subject  to  teach? 

102.  Is  it  possible  to  obtain  from  the  pupil  in  the  study 

of  literature  the  same  amount  of  concentrated 
effort  exacted  in  a  subject  like  mathematics  or 
language  ? 

103.  Would  it  be  possible  for  him  to  gain  as  much  mental 

discipline  from  literature  as  from  mathematics  or 
the  languages? 

104.  What  is  the  purpose  of  devices  in  reading? 

105.  What  are  some  good  devices  for  teaching  reading? 


30     A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 


CHAPTER  III. 

SUGGESTIONS  FOR  THE  STUDY  OF  LITERARY 
SELECTIONS. 

1.  What  is  the  purpose  of  such  study  ? 

a.  To  cultivate  in  the  pupil  a  taste  for  the  finest 
in  literature. 

b.  To  instil  in  him 

1.  Love  for  the  highest  and  best. 

2.  Noble  thoughts. 

3.  Patriotism. 

4.  Courage. 

c.  To  aid  in  cultivating  expression. 

If  the  pupil  thinks  clearly  and  feels  deeply  there  will  be 
no  room  for  fear  or  self-consciousness,  and  expression  will 
become  a  delight. 

2.  The  selection  should  be  an  example  of  the  finest 
literature  and  the  purest  English. 

3.  Author. 

a.  Conditions  under  which  the  selection  was 

written. 

b.  Most  notable  works. 

c.  Life. 

d.  Rank  as  a  writer. 

4.  If  the  source  of  the  plot  of  the  selection  is  available, 
require  the  pupil  to  write  upon  this  subject. 

a.     Have  the  papers  read  aloud,  discussed,  and 
unnecessary   parts   eliminated. 

5.  The  historical  or  local  setting  should  be  noted. 

6.  Any  striking  peculiarities  of  houses,  buildings  or 
gardens  should  be  pointed  out. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  31 

7.  Note  the  central  or  main  thought  running  through 
the  selection. 

8.  Have  the  selection  read  and  viewed  as  a  whole. 

9.  Let  the  obscure  phrases,  passages  and  unusual  or 
obsolete  forms  be  found  and  explained. 

Note. — Do  not  analyze  the  selection  until  all  life  is 
taken  out  of  it. 

10.  Require  the  pupil  to  write  a  review  of  the  selection. 

11.  The  pupil  may  write  an  analysis  of  the  different 
characters  portrayed. 

Note. — Nos.  10  and  11  should  be  the  result  of  silent, 
independent  study. 

12.  Have  the  pupil  commit  and  recite  especially  beau- 
tiful or  strong  passages. 

13.  Let  there  be  one  recitation  in  which  each  pupil 
reads  or  recites  a  selection  chosen  by  himself. 

14.  If  possible,  encourage  the  pupils  to  dramatize  the 
selection.  This  should  come  as  the  summing  up  of  all 
experiences. 

a.  The  class  may  be  divided  into  groups  and  each 

group  may  dramatize. 

b.  After  such  action — 

1.  Good  things  may  be  noted. 

2.  Suggestions  made. 

3.  Criticisms  offered. 

15.  While  scenery  and  costumes  add  greatly  to  the 
interest  they  are  not  essential.  Leland  T.  Powers,  Bertha 
Kunz  Baker,  Katherine  Jewell  and  Katherine  Oliver  em- 
ploy neither  of  them. 

16.  The  child  may  be  prepared  to  listen  intelligently 
to  some  Shakespearian  play  or  some  entertainment  of  a 
high  order  to  be  presented  in  the  place  by  fine  actors. 

17.  A  Round  Table  may  be  conducted  out  of  school 
hours  and  free  discussions  encouraged. 


32     A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

CHAPTER  IV. 

EDUCATIONAL  VALUE  OF  TEXT  EXAMINATION. 

It  is  believed  that  the  critical  examination  of  a  few  of 
the  best  texts  will  prove  beneficial  to  the  teacher,  for  the 
following  reasons: 

1.  It  creates  a  standard  by  which  the  teacher  is  ena- 
bled to  judge  of  and  compare  the  superiority  and  inferior- 
ity of  texts. 

2.  A  text  enters  so  largely  into  the  innermost  intel- 
lectual life  of  the  child  and  determines  to  such  a  degree 
the  teacher's  success  that  the  examination  of  texts  should 
render  the  important  task  of  selecting  less  difficult. 

3.  It  gives  a  teacher  the  power  to  select  personally 
and  to  give  intelligent  aid  to  those  introducing  new  books 
to  be  used  as  texts  or  supplementary  work. 

4.  It  teaches  different  views  of  master  minds  upon  the 
presentation  of  subjects  and  the  arrangement  of  material. 

5.  By  observing  the  views  of  different  authors  and 
gaining  some  idea  of  the  wealth  of  material  extant  it 
gives  a  teacher  a  far  broader  scope  and  prevents  narrow- 
mindedness. 

6.  The  examination  of  many  texts  upon  the  same  sub- 
ject broadens  the  teacher's  method  of  presenting  any  one 
text. 

7.  It  impowers  the  individual  to  know  just  where  to 
find  references  and  supplementary  work  not  included  in 
the  text  used. 

8.  If  a  teacher  masters  a  text  thoroughly  she  will 
enjoy  the  book  more  fully,  impart  more  valuable  instruc- 
tion, and  secure  better  work  from  the  pupil. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  33 

9.  If  the  teacher  is  thoroughly  conversant  with  the 
author's  views  of  a  subject,  she  will  use  his  material  more 
intelligently. 

10.  It  enables  one  to  select  a  book  best  suited  to  a 
particular  purpose. 

11.  By  examining  books  according  to  the  laboratory 
method,  merits  and  demerits  are  more  firmly  fixed  in  the 
mind  than  by  discussing  facts  concerning  them  and  mem- 
orizing them. 

12.  It  will  enable  the  teacher  to  determine  which  texts 
are  too  difficult  for  the  pupil. 

13.  It  enables  the  teacher  to  see  which  is  the  most 
modern  and  up  to  date  in  its  treatment. 

14.  It  brings  before  the  teacher  some  of  the  best  texts 
now  published. 

15.  It  instructs  how  to  master  the  problems  with  which 
a  teacher  has  to  contend. 

Because  of  the  value  of  this  work  there  will  be  found  in 
this  text  an  outline  for  the  examination  of  First,  Second 
and  Third  Readers,  for  the  readers  from  the  Fourth 
Grade  and  upwards,  for  texts  in  English,  for  Arithmetics 
and  Geographies,  Histories  and  Spellers.  The  first  four 
points  in  the  first  outline,  Cover,  Author,  Publisher,  and 
Year  Published,  form  the  beginning  of  each  succeeding 
outline,  but  are  not  repeated  for  the  sake  of  brevity. 


34     A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 


CHAPTER  V. 

OUTLINE  FOR  THE  STUDY  OF  TEXTS  OF  FIRST, 
SECOND  AND  THIRD  READERS. 

I.  Cover. 

a.  Color? 

b.  Design? 

1.  Artistic  ? 

2.  Conventionalized  ? 

c.  Appropriate  ? 

d.  Substantially  bound? 

II.  Author. 

a.  Name? 

b.  Rank? 

III.  Publisher. 

a.  Name  ? 

b.  Address? 

IV.  Year  Published. 

V.  Preface. 

a.  Number  of  pages? 

b.  Comparative  length? 

c.  Main  heads? 

d.  Are  they  definitely  brought  out? 

e.  Comprehensive  ? 

f.  Does  it  contain  reasons  why  reading  is  taught? 

g.  Does  it  state  the  ends  to  be  accomplished  by 
the  book? 

h.     If  a  set  is  published,  are  the  contents  and  pur- 
pose of  each  stated  in  any  one  of  the  series? 
i.     Does  it  contain  acknowledgment  of  aid? 

VI.  Acknowledgment  of  permission  to  publish. 

a.     AVliere  found. 

1.  Preface? 

2.  Close  of  selection? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  35 

VII.  Introduction. 

a.  Comparative  length? 

b.  Acknowledgment  of  aid? 

VIII.  Contents. 

a.  Number  of  selections. 

1.  Prose  ? 

2.  Poetry? 

b.  Title  of  selection  included? 

c.  Page  where  found? 

d.  Name  of  author? 

e.  Arrangement. 

1.  According  to  page? 

2.  According  to   author's  work? 

3.  Topical? 

f.  Classified? 

IX.  Suggestions  to  teachers. 

a.  Where  found? 

b.  Helpful? 

c.  Sufficient  number? 

X.  Material  of  text. 

a.  Which  predominates. 

1.  Prose— Why? 

2.  Poetry— Why? 

b.  Selections? 

1.  Nature  study? 

2.  Nature  myths? 

3.  Natural  phenomena? 

4.  Scientific? 

5.  Legends? 

6.  Fables? 

'     7.     Fairy  tales? 

8.  Classical  tales? 

9.  Stories  from  noted  authors  abridged  and 

adapted? 


3«  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 


C. 


d. 


10. 

Child  stories?  i.  e.,  those  appealing  to  the 

experience  and  interest  of  childhood? 

11. 

Dialogues  ? 

12. 

History? 

13. 

Biography  ? 

14. 

Literary  biography? 

15. 

Translations  ? 

16. 

Poems  ? 

17. 

Biblical  selections? 

18. 

Selections   pertaining   to    child    life    in 

other  countries 

a.     ''The  Chinese  Boy?" 

b.     "In  Japan?" 

c.     ''The   Truthful   Little   Persian?" 

19. 

Folk-lore 

a.     Old  Irish? 

b.     Spanish  ? 

c.     Syrian  ? 

d.     "Hindu  Fairy  Tale?" 

If  material  is  of  a  conglomerate  nature,  what 

subject  predominates? 

Product 

1. 

Of  writers  of  highest  rank? 

a.     What  is  the  proportion  of  classics? 

2. 

Modern  authors  ranking  well? 

Arrangement 

1. 

Prose  and  poetry  interspersed? 

2. 

Work  of  authors  grouped? 

3. 

Kindred  subjects  grouped? 

4. 

Are  subjects  grouped  because  of  the  re- 

lation of  thought? 

5. 

Logical  ? 

6. 

Spiral? 

AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  37 


XI. 


XII. 


XIII. 


XIV. 


f. 

Is  it  true  to  the  instincts  of  childhood? 

g. 

Is  book  tinged  with  local  coloring? 

h. 

Material  used  to  fill  in  space 

1.  Memory  gems 

a.  Poetry? 

b.  Prose? 

2.  Proverbs  ? 

3.  Trite  sayings? 

a.     Which  of  these  three  predominates? 

i. 

Author's  name  at  close  of  selection? 

J. 

Selections  to  be  memorized 

a.  Number  ? 

b.  Kinds? 

k. 

Used  as 

1.  Text? 

2.  Supplementary  work? 

Language  exercises. 

a. 

Comparative  number? 

b. 

Words  for  sentence  making? 

c. 

Questions  to  be  answered  after  the 
the  picture? 

study  of 

d. 

Copying  of  a  letter  and  its  reply? 

Reviews. 

a. 

Comparative  number? 

b. 

How  often  occur? 

c. 

Lesson  headed,  ''Review  of  difficult 

words?" 

Sight  reading. 

a. 

How  often  found? 

b. 

New  view  of  an  old  subject? 

Phonetic  exercises. 

a. 

Comparative  number? 

b. 

Phonetic  chart? 

c. 

Phonetic  drills? 

d. 

Sound  table? 

Z' 


38     A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

e.     Where  found? 

1.  Scattered  through  book? 

2.  At  close  of  text? 

XV.  Print, 
a.     Size 

1.  Large  ? 

2.  Small? 

3.  Clear? 

4.  Attractive  ? 

5.  Marked  difference  in  type? 

XVI.  Quality  of  paper. 

a.  Fine? 

b.  Medium? 

c.  Poor? 

XVII.  Script. 

a.  Capitals  and  small  letters? 

b.  Lesson  with  script  and  print  alternating? 

c.  To  be  copied? 

d.  Entire  lesson  in  script? 

(To  familiarize  child  with  reading  writing.) 

e.  Social  letters  printed  in  script? 

f.  Where  found. 

1.  In  front  of  text? 

2.  At  close? 

3.  Scattered  through? 

XVIII.  Alphabet. 

a.     Large  and  small  letters 

1.  In  script? 

2.  In  print? 

XIX.  Arabic  notation, 
a.     Where  found? 

XX.  Definitions. 

a.  Comparative  number? 

b.  Clear? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  39 

c.  Comprehensive  ? 

d.  Of  what  consist 

1.  Explanation  of  words? 

2.  Resemblances  to  explanations? 

XXI.      Illustrations. 

a.  List  of  masterpieces  and  illustrations? 

1.  Comparative  length? 

2.  Well  paged? 

b.  Number? 

c.  Quality 

1.  Fine? 

2.  Medium? 

3.  Poor? 

d.  Colored? 

e.  Educative  ? 

f.  Portraits  of  authors? 

g.  Reproductions  of  famous  masterpieces? 
h.     Of  noted  statuary? 

i.      Historical? 

j.      Artist  mentioned? 

k.     Purely  decorative  without  reference  to  text? 

1.      Drawn  with  few  lines  for  pupil  to  copy? 

m.    Where  found 

1.  On  title  page? 

2.  On  pages  at  beginning  and  close  of  book 
usually  left  blank? 

3.  At  beginning  of  lesson? 

4.  Interspersed  through  the  text? 
n.     Head  pieces 

1.  Number? 

2.  Quality? 
o.     Tail  pieces 

1.  Number? 

2.  Quality? 


40    A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

XXII.  Division  into  lessons. 

a.  Well  divided? 

b.  Poorly  divided? 

c.  Practically  no  division  made? 

XXIII.  Grading  of  lessons. 

a.  Well  graded? 

b.  Poorly  graded? 

c.  No  attempt  at  gradation? 

XXIV.  Word  lists. 

a.  Number  of  pages,  if  at  close  of  book? 

b.  Diacritically  marked,  accented  and  separated 

into  syllables? 

c.  Silent  letters  italicized? 

d.  Correct  pronunciation  in  parenthesis? 

e.  Complete  list  of  words  in  the  reader? 

f.  Arranged    according   to    their   appearance    in 

lessons  ? 

g.  Guide  to  pronunciation? 

h.     List  which  every  child  should  be  able  to  spell  ? 
i.      Where  found 

1.  At  close  of  book? 

2.  At  beginning  and  close  of  selection? 

XXV.  Degree  of  difficulty. 

a.  Sufficiently  difficult? 

b.  Too  difficult? 

c.  Not  difficult  enough? 

XXVI.  For  what  age? 

XXVII.  For  what  grade? 

XXVIII.  Favorable  criticisms? 

XXIX.  Unfavorable  criticisms? 

XXX.  Problems  before  the  teacher? 

XXXI.  Psychological  aspect? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  41 


CHAPTER  VI. 

PROBLEMS  WHICH  THE  FIRST  GRADE  TEACHER 
HAS  TO  MEET  IN  TEACHING  READING. 

1.  How  to  lead  the  child  to  interpret  language. 

2.  To  appreciate  literature. 

3.  To  acquire  a  taste  for  it. 

4.  To  acquire  an  abiding  love  for  it. 

5.  To  stimulate  the  child's  imagination. 

6.  To  consider  his  interests. 

7.  To  deal  with  his  activities  and  experiences. 

8.  To  use  language  that  is  easy,  plain  and  natural. 

9.  To  teach  the  child  to  transpose  print  into  script. 

10.  To  teach  word  mastery. 

11.  To  teach  phonetics. 

12.  To  teach  sight  analysis. 

13.  To  grade  the  work  carefully. 

14.  To  teach  every  form  and  variety  of  sentence  com- 

mon to  the  child. 

15.  To  make  the  illustrations  aid  in  the  interpretation 

of  the  text. 

16.  To  provide  enough  seat- work  of  the  right  kind  to 

keep  the  child  employed  during  the  study  period. 

17.  To  teach  expression. 

18.  To  understand  child  nature. 

19.  To  correct  wrong  ideas  acquired  at  home. 

20.  To  convert  parents  to  the  method  taught. 

21.  To  deal  with  different  nationalities. 

22.  To  guide  the  child's  activities  carefully. 


42  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

PROBLEMS  THAT  CONFRONT  THE  SECOND  GRADE 
TEACHER  IN  READING. 

1.  How  to  approach  the  child  through  the  sympathetic 

side. 

2.  To  aid  him  in  understanding  definitions. 

3.  To  teach  him  to  give  a  definition  of  the  new  word 

in  his  own  language. 

4.  To  use  the  new  word  in  a  sentence  of  his  own  con- 

struction. 

5.  To  reproduce  the  lesson  in  good  English  before  any 

reading  is  done. 

6.  To  write  the  thought  of  the  lesson  in  his  own  words. 

7.  To  write  out  questions  upon  paragraphs  of  the  lesson. 

8.  To   answer   in   writing   questions   placed   upon   the 

board  upon  paragraphs  of  the  lesson. 

9.  To  transpose  poetry  into  prose. 

30.  To  continue  the  teaching  of  phonics  in  an  interesting 
manner  so  that  the  child  will  be  made  independent 
in  the  discovery  of  new  words. 

11.  To  make  word  drills  interesting. 

12.  To  select  the  lessons  appropriate  to  the  season  of 

the   year. 

13.  To  select  the  lessons  that  will  bear  upon  subjects  of 

interest  that  may  come  into  prominence  suddenly. 

14.  To  correlate  reading  with  other  subjects. 

15.  To  teach  the  new  words  of  the  lesson. 

16.  To  lead  the  pupil  to  an  ideal  of  the  way  in  which 

the  lesson  should  be  read  by  other  means  than 
imitation. 

17.  To  suppress  the  conceit  of  the  pupil  who  reads  so 

well  that  the  class  is  taught  through  his  rendition. 

18.  How  much  oral  reproduction  to  substitute  for  oral 

reading. 

19.  How  to  keep  the  attention  of  each  member  of  the 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  43 

class  upon  a  paragraph  while  the  slow  pupil  is 
reciting. 

PROBLEMS  BEFORE  THE  TEACHER  OF  THE  THIRD 
READER. 

1.  How  to  lessen  the  mechanical  process. 

2.  To  increase  culture  and  information. 

3.  To  be  exacting  with  the  pupil  with  regard  to 

a.  Pose  of  body. 

b.  Articulation. 
Pronunciation  of  words. 

c.  Proper  use  of  voice — pitch. 

rate, 
volume, 
quality, 
accent. 

d.  The  appreciation  of  the  sentiment  of  the  se- 

lection. 

e.  Not  condoning  his  mistakes. 

4.  To  provide  supplementary  reading.    Some  of  the  ways 

in  which  this  may  be  done  are  as  follows: 

a.  One  .child  read  while  others  listen  and  repro- 

duce. 

b.  Cut  up  stories. 

c.  Duplicate  by  means  of  the  hectograph  or  mime- 

ograph. 
If  free  texts  are  used : 

d.  Teachers  in  the  same  building  may  exchange 

books. 

e.  Teachers  in  different  buildings  may  exchange. 

f.  Pupils  may  subscribe  for  a  paper  after  text 

is  completed. 

g.  Paper  may  be  used  instead  of  a  text. 

h.  '  Teacher  may  write   sections   of  a  story  upon 


44  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

the  board  at  a  time,  the  material  being  cov- 
ered by  a  curtain  until  the  recitation  period, 
i.      Cheap  but  good  classics  may  be  used. 

1.  Young  Citizen — Mrs.  Dr.  Eastman. 

2.  The    Normal    Instructor    often    contains 

extra  leaflets  for  supplementary  reading. 

3.  Flanagan's  leaflets. 

4.  Suggestions    for    such    lessons    may    be 

found    in    the    Plan    Book    by  Marion 
George. 

5.  In  the  Elementary  Teacher,  published  at 

Chicago  University. 

5.  To  be  certain  that  the  child  gets  the  thought — 

a.  Have  him  give  the  meaning  of  the  sentence  or 

paragraph  in  his  own  words. 

b.  Write  it  in  his  own  words. 

c.  Use  synonyms. 

d.  Reproduce  the  selection  orally. 

e.  Put  skeleton   outline    of    selection  on  board, 

require  pupil  to  complete  it. 

f.  Substitute  equivalent  adjectives  for  those  used 

in  the  text. 

g.  Substitute  equivalent  adverbs. 

h.     Change  statements  into  questions, 
i.      Change  questions  into  statements. 

6.  To  pronounce  words  correctly. 

7.  To  notice  pauses. 

8.  To  recognize  the  charm  of  rythm  and  rhyme. 

9.  To  sympatliize  with  the  sentiment  of  the  selection. 

10.  To  cultivate  the  reading  habit  in  the  child. 

11.  To  select  from  so  much  that  is  fine  that  which  will 

make  the  child  eager  to  read  more. 

12.  To   communicate   the   enthusiasm   for  literature   to 

pupils. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  45 

13.  To  make  the  language  work  grow  out  of  and  corre- 

late  with   the   reading   lessons   in   an   interesting 
manner. 

14.  To  teach  about  authors  in  a  way  that  will  appeal  to 

pupils  of  this  grade. 


46     A  GUIDE  TO  THE  TEACHERS  MASTERY  OF  TEXTS 


CHAPTER  VII. 

OUTLINE  FOR  THE  STUDY  OF  READING  TEXTS 
FROM  THE  FOURTH  GRADE  AND  UPWARDS. 

V.  Preface. 

a.  Number  of  pages? 

b.  Comparative  length? 

c.  Main  heads? 

d.  Are  they  definitely  brought  out? 

e.  Comprehensive  ? 

f.  Does  it  contain  reasons  why  reading  is  taught? 

g.  Does  it  state  the  ends  to  be  accomplished  by 

the  book  ? 

h.     If  a  set  is  published,  are  the  contents  and  pur- 
pose of  each  stated  in  any  one  of  the  series? 

i.      Does  it  contain  acknowledgment  of  aid? 

j.     Does  it  contain  names  of  critics? 

VI.  Acknowledgment  of  permission  to  publish. 

Where  found — 

a.  Preface  ? 

b.  Close  of  selection? 

VII.  Introduction. 

a.  Comparative  length? 

b.  Acknowledgment  of  aid? 

c.  Names  of  critics? 

VIII.  Contents. 

a.  Number  of  selections — 

1.  Prose? 

2.  Poetry? 

b.  Titles  of  selections  included? 

c.  Pages  where  found  ? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  47 

d.  Names  of  authors? 

e.  Arrangement 

1.  According  to  pages? 

2.  According  to  author's  work? 

3.  Topical? 

4.  Alphabetical? 

5.  Logical? 

6.  Varied? 

IX.  Article  on  the  reading  lessons  and  its  uses. 

X.  List  of  authors  and  their  selections. 

Alphabetically   arranged? 
Length  of  list? 
Page  indicated? 

XI.  Suggestions  to  teachers. 

a.  Comparative  number? 

b.  Sufficient  number? 

c.  Helpful? 

d.  Is  psychological  view  of  reading  presented? 

e.  Where  found? 

XII.  Material  of  text. 

a.  Which  predominates 

1.  Prose — why? 

2.  Poetry— why? 

b.  Prose  selections 


foreisrn 


1. 

Classical? 

2. 

Cutting  from  a  standard  work? 

3. 

Translation   from   a   classic   of   a 

language  ? 

4. 

Historical  ? 

5. 

Oratorical? 

6. 

Biographical? 

7. 

Autobiographical  ? 

8. 

Philosophical? 

9. 

Didactic? 

48  A  GUIDE  TO  THE  TEACHERS  MASTERY  OF  TEXTS 


10. 

Biblical? 

11. 

Narrative  ? 

12. 

Descriptive  ? 

13. 

Scientific  ? 

14. 

Nature  study? 

15. 

Eulogy? 

16. 

Legendary  ? 

17. 

Expository? 

18. 

Argumentative  ? 

19. 

Revery? 

20. 

Allegorical  ? 

21. 

Mythical  ? 

22. 

Humorous  ? 

23. 

Essay  ? 

24. 

Pathetic? 

25. 

Address? 

Poetical  selections 

1. 

Dramatic  ? 

2. 

Sonnet? 

3. 

Biblical? 

4. 

Hymn? 

5. 

Legend? 

6. 

Historical  ? 

7. 

Philosophical  ? 

8. 

Patriotic  ? 

9. 

Elegy? 

10. 

Ode? 

11. 

Ballad? 

12. 

Lyric  ? 

13. 

Allegory  ? 

14. 

Dirge? 

15. 

Didactic  ? 

16. 

Nature  study? 

17. 

Narrative  ? 

AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  49 

18.  Pathetic? 

19.  Temperance? 

20.  Ordinary? 

d.  If  the  material  is  of  a  conglomerate  nature, 
what  subject  predominates? 

e.  Product 

1.  Of  writers  of  highest  rank? 

a.     What  is  the  proportion  of  classics? 

2.  Of  modern  authors  ranking  well  ? 

f.  Arrangement 

1.  Prose  and  poetry  interspersed? 

2.  Work  of  authors  grouped? 

3.  Kindred  subjects  grouped? 

4.  Are  these  grouped  because  of  relation  in 

thought? 

5.  Logical  ? 

g.  Is  it  true  to  the  instincts  of  childhood? 
h.     Sketches  of  authors'  lives 

1.  At  beginning  of  selection? 

2.  At  close  of  selection? 

i.      Is  book  tinged  with  local  coloring? 
j.      Prose  quotations  interpolated  in  finer  print? 
Poetical  quotations  interpolated  in  finer  print? 
k.     Material  used  to  fill  in  space 

1.  Memory   gems 

Poetry? 
Prose  ? 

2.  Proverbs  ? 

3.  Trite  sayings? 

a.     Which  of  these  three  predominates? 

4.  Where  found? 

a.     Between  table  of  contents  and  list 
of  authors? 


50  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

b.     On  pages  usually  left  blank  at  be- 
ginning and  close  of  book? 
e.     On  title  page? 

d.  At  beginning  of  selection? 

e.  At  close  of  selection? 

1.      Author's  name  at  close  of  selection? 

XIII.  Explanatory  notes. 

A.  a.     Comparative  number? 

b.  Lengthy  ? 

c.  Clear? 

d.  Confusing? 

e.  In  different  type? 

B.  Consist  of  what. 

1.  Attempts  to  make  clearer  the  material  of 

text  by  statements  called  argument? 

2.  Of  long  or  short  dissertations  at'  back  of 

book  with  page  references? 

3.  References  to  other  selections  of  a  similar 

nature    (allusions)  ? 

4.  Title  of  selection  from  which   cutting  is 

made? 

C.  Do  they  include  brief  notes  of  the  author's  life? 

D.  Where  found 

a.  At  beginning  of  selection? 

b.  At  close  of  selection? 

XIV.  Foot-notes. 

a.  Translation  of  a  sentence  or  phrase  in  foreign 
language  ? 

b.  Quotation  bearing  upon  subject? 

c.  Synonym  for  obsolete  or  unusual  form? 

d.  Definition  of  same? 

XV.  Definitions. 

a.  Comparative  number? 

b.  Lengthy  ? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  51 

c.  Concisely  worded? 

d.  Clear? 

e.  Of  important  words? 

f.  Of  non-important  words? 

XVI.  Suggestions  to  pupils. 

a.  Many?    b.  Few?    c.  Helpful?    d.  Where  found? 

XVII.  Questions. 

a.     Many?     b.     Few?     c.     Testing?     d.     Provoca- 
tive of  thought?     e.     Logical  sequence? 

XVIII.  Key  or  guide  to  pronunciation? 

XIX.  Lexicon  or  pronunciation  of  new  and  difficult 
words. 

a.  Number  of  pages? 

b.  Important  ? 

c.  Non-important? 

d.  Difficult?   • 

e.  Obsolete? 

f.  Not  in  general  use? 

g.  Foreign  language  ? 

h.     Diacritically  marked? 

i.      Definitions  in  same  list? 

j.      Authorities  for  pronunciation? 

XX.  Division  into  lessons. 

a.  Well  divided? 

b.  Poorly  divided? 

c.  Practically  no  division  made? 

XXI.  Grading  of  lessons. 

a.  Well  graded? 

b.  Poorly  graded? 

c.  No  attempt  at  gradation? 

XXII.  Illustrations. 

a.  Number  ? 

b.  List  of  masterpieces  and  illustrations? 


52     A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

1.  Length? 

2.  Well  paged? 

c.  Quality 

1.  Fine? 

2.  Medium? 

3.  Poor? 

d.  Educative  ? 

e.  Portraits  of  authors? 

f.  Reproductions  of  noted  pictures? 

g.  Illustrations  of  noted  statuary? 
h.     Source  given? 

i.     Purely  decorative  without  reference  to  text? 

j.     Historical? 

k.    Two  or  three  grouped? 

1.     Where  found 

1.  On  pages  at  beginning  and  close  of  book 

usually  left  blank? 

2.  At  beginning  of  lesson? 

3.  Interspersed  through  the  text? 
m.   Head  pieces 

1.  Number? 

2.  Quality? 
n.     Tail  pieces 

1.  Number? 

2.  Quality? 

XXIII.  Print. 

a.  Size? 

1.  Large  ? 

2.  Small? 

3.  Marked  difference  in  type? 

b.  Clear? 

c.  Attractive  ? 

XXIV.  Quality  of  paper, 
a.    Fine? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  53 


b. 

Medium  ? 

c. 

Poor? 

XXV.    Lists  of  new  and  difficult  words? 

a. 

Number  of  pages,  if  at  close  of  book? 

b. 

Diacritically  marked,  accented  and  separated 

into  syllables? 

c. 

Correct  pronunciation  in  italics? 

d. 

Words  and  definitions  combined? 

e. 

Notes  for  study,  including  lists  of  words,  defini- 

tions   and    explanatory    notes    or    suggestive 

questions  ? 

f. 

Where  found 

1.     At  close  of  book? 

2.     At  beginning  of  selection? 

3.     At  close? 

XXVI. 

Index  of  writers.                           ^ 

a. 

Name  ? 

b. 

Date  of  birth  and  death? 

c. 

Titles  of  selections? 

d. 

Page  whereon  found? 

XXVII. 

Titles  of  books  that  should  be  in  the  library. 

XXVIII. 

Difficulty. 

a. 

Sufficiently  difficult? 

b. 

Too   difficult? 

c. 

Not  difficult  enough? 

XXIX. 

Used. 

a. 

As  text? 

b. 

As  supplementary  work? 

XXX. 

Index. 

a. 

Number  of  pages? 

b. 

Alphabetically  arranged  ? 

XXXI. 

For  what  age? 

XXXII. 

For  what  grade? 

54  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

XXXIII.  Favorable  criticisms? 

XXXIV.  Unfavorable  criticisms? 

XXXV.  Problems  before  the  teacher? 

XXXVI.  Psychological  aspect  of  reading? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  55 


CHAPTER  VIII. 

PROBLEMS  BEFORE  THE  TEACHER  OF  THE 
FOURTH  READER. 

1.  To  see  that  the  foundation  is  well  laid,  e.  g.,  that 

the  pupil  is  able  to  pronounce  words. 

2.  To  remedy  the  foundation  if  it  has  not  been  well 

laid. 

3.  To  incite  the  pupil  to  wish  to  continue  the  habit  of 

word  mastery. 

4.  To  see  that  practise  does  not  intensify  bad  habits. 

5.  That  the  pupil  does  not  read  indifferently. 

6.  That  he  does  not  read  superficially. 

7.  To  lead  him  to  a  proper  method  of  study. 

8.  To  touch  the   fundamental  elements  in  criticizing. 

9.  To  teach  the  essential  facts  of  rhetoric. 

10.  To  cultivate  in  the  pupil  the  selective  sense,  to  make 

him  analytic.     To  invest  him  with  the  power  of 
true  interpretation. 

11.  To  see  that  the  selection  is  truly  written,  that  the 

truth  of  beauty  is  one  with  the  beauty  of  truth. 

12.  To  see  if  it  is  correctly  written. 

13.  If  it  is  beautifully  written.     To  appreciate  the  deli- 

cate sensitive  touches. 

14.  To  lead  the  pupil  to  see  that  the  clearness  of  truth 

is  emphasized  by  the  beauty  of  truth;  i.  e.,  to  ap- 
preciate poetry. 

15.  To  see  that  the  pupil  now  reads  for  culture  and  for 

knowledge. 

16.  To  see  that  the  basis  of  artistic  reading  is  laid  by 

having  the  poems  committed  to  memory. 

17.  That  the  reading  of  the  pupil  is  an  increasing  source 

of  pleasure  and  profit. 


56  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

18.  To  lead  the  pupil  to  enjoy  the  glory  of  the  English 

language,  its  stately  grandeur  and  its  matchless 
beauty. 

19.  To  help  reveal  to  him  the  beauty  and  strength  of 

the  language. 

20.  To  cultivate  in  him  the  culture  insight. 

21.  To  see  that  he  brings  the  experiences  of  his  own  life. 

to  bear  upon  the  experiences  portrayed  by  another. 
To  show  the  relations  of  things. 

22.  To  connect  facts    of    life    and    facts  presented  in 

selection. 

23.  To  lead  the  pupil  to  find  as  much  of  his  own  experi- 

ences as  possible  in  the  selections. 

24.  To  see  that  observation  and  reflection  follow. 

25.  That  the  pupil  grows  into  a  reflective  and  moral 

being. 

26.  That  interest,  power  to  think,  and  ethical  results 

are   attained. 

27.  That  aesthetic  results  are  achieved. 

28.  To  select  the  stanza  imparting  the  greatest  pleasure 

and  the  highest  degree  of  beauty. 

29.  To  point  out  the  line  or  phrase  or  word  that   is 

appropriately  or  beautifully  used. 

30.  To  leave  the  pupil  free  to  give  expression  to  his  own 

choice. 

31.  To  lead  him  to  give  reasons  for  his  choice. 

32.  To  keep  him  from  blindly  imitating  your  reading. 
^33.     To  create  in  him  ideals  from  which  to  judge. 

34.  To  see  that  he  comprehends  the  notes  for  study, 

whether  explanations  or  suggestions. 

35.  Slight  interest  (at  least)  in  the  author,  as  shown  by 

the  insertion  of  several  poetical  selections. 

36.  How  to  so  plan  the  work  that  the  pupil  will  study 

with  any  degree  of  effort  the  Fourth  Reader. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  57 

37.  To  adapt  the  teaching  so  as  to  hold  the  interest  and 
attention  of  the  three  classes  of  pupils — excellent, 
medium  and  poor. 

PROBLEMS  BEFORE  THE  TEACHER  OF  THE 
FIFTH  READER. 

1.  To  incite  the  pupil  to  read  widely  and  thoughtfully. 

2.  To  acquaint  him  with  the  scope  of  our  literature. 

3.  To  create  proper  standards  of  taste. 

4.  To  create  a  desire  to  re-read  fine  literature. 

5.  To  fully  appreciate  the  old  in  literature. 

6.  To  aid  in  judging  the  present  day  literary  work. 

7.  To  aid  him  in  deriving  keen  pleasure  from  a  stately 

selection. 

8.  To  lead  him  to  master  literary  interpretation. 

9.  To  help  him  to  feel  keenly  and  comprehend  vividly 

the  purport  of  language. 

10.  To  see  that  reading  forms  the  mind. 

11.  To  train  the  imagination. 

12.  To  inculcate  love  of  country  and  the  institutions  of 

the  people. 

13.  To  see  that  the  pupil  thinks  closely. 

14.  What  standard  treatises  to  place  before  him. 

15.  To  contrive  a  way  to  make  biography  interesting. 

16.  To   build   character. 


58     A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 


CHAPTER  IX. 

REVIEW  QUESTIONS  ON  THE  TEXTS  OF  READERS 
EXAMINED. 

1.  Which  has  the  most  attractive  cover? 

2.  Which  the  least  attractive? 

3.  Which  the  longest  preface? 

4.  Which  the  shortest? 

5.  Which  the  most  inspiring  one? 

6.  Which  the  most  psychological? 

7.  Which  gives  six  important  features  concerning  the 

quality  of  the  literary  selections? 

8.  Which  sets  forth  the  predominating  characteristic  of 

the  contents  in  four  books  of  the  set  ? 

9.  Which  state  the  principles  of  teaching  reading? 

10.  Which  in  your  judgment  is  best? 

11.  Which   contain   acknowledgment   of   permission   to 

publish  ? 

12.  Which  contain  acknowledgment  of  aid? 

13.  Which  contain  the  names  of  critics? 

14.  Which  has  an  introduction? 

15.  Which  has  a  classified  table  of  contents? 

16.  Which  has  the  best  table  of  contents? 

17.  Which  have  suggestions  to  teachers? 

18.  In  which  are  the  suggestions  to  teachers  especially 

pedagogical? 

19.  Which  treats  of  faults  teachers  should  seek  to  correct 

in  the  child? 

20.  Which  has  the  best  suggestions  to  teachers? 

21.  Which  have  suggestions  to  pupils? 

22.  In  which  does  prose  predominate? 

23.  In  which  poetry? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  59 

24.  In  which  are  prose  and  poetry  interspersed? 

25.  In  which  is  the  work  of  authors  grouped? 

26.  In  which  are  subjects  having  the  same  ethical  motive 

grouped  ? 

27.  Which  have  an  index  of  writers? 

28.  Which  has  an  index  of  writers  and  their  works  ? 

29.  Which  have  the  author's  name  in  connection  with 

the  selection? 

30.  In  which  are  sketches  of  the  authors'  lives  found? 

31.  Which  contain  authors  of  the  highest  rank? 

32.  Which  contain  the  most  classical  selections? 

33.  Which  publishes  complete  selections  in  order  not  to 

encourage  scrappy  reading? 

34.  Which  is  constructed  according  to  the  culture  epoch 

theory  ? 

35.  Which  set  seeks  to  appeal  to  the  interest  of  the  child 

at  his  special  stage  of  development? 

36.  In  which  are  types  presented? 

37.  In  which  is  the  language  used  that  of  children  in 

conversation? 

38.  Which  contains  Mother  Goose  Rhymes? 

39.  Which  first  readers  contain  script? 

40.  Which  first  readers  have  the  lessons  numbered? 

41.  Which  texts  have  material  used  to  fill  in  space? 

42.  In  which  is  there  printed  a  suitable  selection  inside 

the  cover? 

43.  In  which  are  the  memory  gems  especially  fine? 

44.  Which  correlates  language  lessons  with  reading? 

45.  Which  correlates  geography  with  reading? 

46.  Which  correlates  history  with  reading? 

47.  Which  contains  historical  and  biographical  stories 

that  later  will  correlate  with  other  studies? 

48.  Which  plans  to   supplement  the  text  with  outside 

reading  on  the  same  topic? 


60     A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TE^XTS 

49.  Which  contains  a  model  for  the  study  of  a  poetical 

masterpiece  ? 

50.  Which  have  references  to  other  selections  of  a  similar 

nature  ? 

51.  In  which  is  the  material  such  as  to  create  interest? 

52.  In  which  is  it  sufficiently  difficult? 

53.  In  which  is  it  too  difficult? 

54.  In  which  is  it  not  difficult  enough? 

55.  Which  seem  best  adapted  to  the  grade  for  which 

they  are  intended? 

56.  Which  exemplify  the  spiral  system? 

57.  Which  has  explanatory  notes? 

58.  Which  have  foot  notes? 

59.  Which  has  the  best  definitions? 

60.  Which  have  questions? 

61.  Which  have  testing  questions? 

62.  Which  have  those  provocative  of  thought? 

63.  Which  have  a  key  or  guide  to  pronunciation? 

64.  Which  have  lists  of  new  and  difficult  words? 

65.  Which  have  a  lexicon  or  pronouncing  vocabulary? 

66.  Which  have  the  lessons  well  divided? 

67.  Which  poorly  divided? 

68.  Which  make  no  division  into  lessons? 

69.  Which  have  the  lessons  Avell  graded? 

70.  Poorly  graded? 

71.  Which  make  practically  no  attempt  at  gradation? 

72.  In  which  are  there  lists  of  illustrations? 

73.  Which  has  a  list  of  artists  and  their  most  famous 

productions? 

74.  In  which  are  there  illustrations  on  the  title  page  ? 

75.  Which  has    colored    illustrations    in    books  of  the 

lower  grades? 

76.  Of  the  upper  grades? 

77.  Which  has  famous  stories  told  entirely  by  pictures? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  61 

78.  Which  has  the  finest  illustrations? 

79.  Which  the  poorest  ? 

80.  In  which  are  they  purely  decorative'? 

81.  Which  has  the  best  portraits  of  authors? 

82.  Which  have  historical  illustrations? 

83.  In  which  are  two  or  three  pictures  grouped? 

84.  In  which  are  there  headpieces? 

85.  In  which  tailpieces? 

86.  Which  have  great  difference  in  type? 

87.  In  which  is  the  print  small? 

88.  In  which  is  it  most  attractive? 

89.  In  which  is  it  clearest? 

90.  Which  have  the  best  quality  oX  paper? 

91.  In  which  do  the  lessons  not  begin  at  the  top  of  the 

page? 

92.  Which  has  the  best  index? 

93.  Which  have  a  list  of  books  that  ought  to  be  in  the 

library? 

94.  What  style   of  literature   predominates  in  Brum- 

baugh's Standard  First  Reader? 

95.  In  the  First  Reader  in  the  Stepping  Stones  to  Liter- 

ature ? 

96.  In  Book  One  in  Lights  to  Literature? 

97.  In  the  First  Reader  in  the  Progressive  Course  in 

Reading? 

98.  In  the  First  Book  in  the  graded  Literature  Readers  ? 

99.  In  Jones'  First  Reader? 

100.  In  the  First  Year  of  School  Reading  by  Grades? 

101.  In  Book  I.  of  Heart  of  Oak  Books? 

102.  In  Heath's  First  Reader? 

103.  In  the  First  Year  Language  Reader? 

104.  In  Brumbaugh's  Standard  Second  Reader? 

105.  In  the  Second  Reader  of  Stepping  Stones  to  Litera- 

ture? 


62  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

106.  In  Book  Two  of  Lights  to  Literature? 

107.  In  the  Second  Book  of  the  Progressive  Course  in 

Reading? 

108.  In  the    Second  Book   of    the     Graded    Literature 

Readers  ? 

109.  In  Jones'  Second  Reader? 

110.  In  the  Second  Year  of  School  Reading  by  Grades? 

111.  In  Book  II.  of  Heart  of  Oak  Books? 

112.  In  Heath's  Second  Reader? 

113.  In  the  Second  Year  Language  Reader? 

114.  In  Brumbaugh's  Standard  Third  Reader? 

115.  In  the  Third  Reader  of  Stepping  Stones  to  Liter- 

ature ? 

116.  In  the  Third  Reader  of  Lights  to  Literature? 

117.  In  the  Third  Book  of  the  Progressive  Course  in 

Reading? 

118.  In  the  Third  Book  of  Graded  Literature  Readers? 

119.  In  Jones'  Third  Reader? 

120.  In  the  Third  Year  of  School  Reading  by  Grades? 

121.  In  Book  III.  of  Heart  of  Oak  Books? 

122.  In  Heath's  Third  Reader? 

123.  In  the  Third  Year  Language  Reader? 

124.  In  Brumbaugh's  Standard  Fourth  Reader? 

125.  In  the  Fourth  Reader  of  Stepping  Stones  to  Liter- 

ature ? 

126.  In  the  Fourth  Reader  of  Lights  to  Literature? 

127.  In  the  Fourth  Book  of  the  Progressive  Course  in 

Reading? 

128.  In  the  Fourth  Book  of  Graded  Literature  Readers? 

129.  In  Jones'  Fourth  Reader? 

130.  In  the  Fourth  Year  of  School  Reading  by  Grades? 

131.  In  Book  IV.  of  Heart  of  Oak  Books? 

132.  In  Heath's  Fourth  Reader? 

133.  In  the  Fourth  Year  Language  Reader? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  63 

134.  In  Brumbaugh's   Standard  Fifth  Eeader? 

135.  In  a  Reader  for  Fifth  Grades  in  Stepping  Stones  to 

Literature  ? 

136.  In  the  Fifth  Reader  of  Lights  to  Literature? 

137.  In  the  Fifth  Book  of  the  Progressive   Course   in 

Reading? 

138.  In  the  Fifth  Book  of  Graded  Literature  Readers? 

139.  In  Jones'  Fifth  Reader? 

140.  In  the  Fifth  Year  of  School  Reading  by  Grades? 

141.  In  Book  V.  of  Heart  of  Oak  Books? 

142.  In  Heath's  Fifth  Reader? 

143.  In  the  Fifth  Year  Language  Reader? 

144.  In  a  Reader  for  Sixth  Grades  in  Stepping  Stones 

to  Literature? 

145.  In  the  Sixth  Book  of  Graded  Literature  Readers? 

146.  In  the  Sixth  Year  of  Baldwin's  Readers? 

147.  In  Book  VI.  of  Heart  of  Oak  Books? 

148.  In  Heath's  Sixth  Reader? 

149.  In  the  Sixth  Year  Language  Reader? 

150.  In  a  Reader  for  Seventh  Grades  in  Stepping  Stones 

to  Literature? 

151.  In  the  Seventh  Book  of  Graded  Literature  Readers? 

152.  In  Book  VII.  of  Heart  of  Oak  Books? 

153.  In  a  Reader  for  Higher  Grades  in  Stepping  Stones 

to   Literature? 

154.  In  the  Eighth  Book  of  Graded  Literature  Readers? 

155.  In  the  Eighth  Year  of  Baldwin's  Standard  Readers? 


PART  IL— ENGLISH, 


CHAPTER  X. 
ENGLISH. 


Definition  of  Language  Study. — Language  study 
teaches  a  child  the  correct  use  of  the  mother  tongue  in 
speaking  and  writing.  It  is  preparatory  to  grammar  and 
in  one  sense  is  grammar,  but  is  not  so  called  because 
the  latter  is  much  more  technical  and  because  to  many 
a  child  the  word  grammar  suggests  a  studj^  to  be  dreaded 
because  of  its  difficulty. 

When  Teach  Language. — As  soon  as  the  child  enters 
school,  language  may  be  taught  by  means  of  conversa- 
tional lessons  upon  subjects  that  are  familiar  and  inter- 
esting. 

The  Basis  of  Language  Study. — Nature  study,  litera- 
ture, including  English  and  foreign  classics,  history,  art, 
including  masterpieces  in  sculpture  and  painting,  and 
geography,  may  be  made  the  basis  of  language  study. 

Correlation  of  Language  with  Other  Studies. — The  con- 
nection between  language  and  reading  is  very  close. 

Language  may  also  be  correlated  with  nature  study, 
geography,  drawing  and  manual  training.  If  the  general 
lessons  are  made  interesting,  language  lessons  will  easily 
grow  out  of  them. 

A  Separate  Period  for  Language. — Each  lesson  should 
be  a  language  lesson  in  the  sense  that  the  child's  mistakes 
in  speaking  and  writing  should  be  corrected,  but  it  is 
also  well  to  have  a  period  set  apart  which  should  be  dis- 
tinctively a  language  recitation. 

Reproduction    of    Stories. — The    oral    reproduction  of 


66  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

stories  may  begin  in  the  first  grade  and  increase  in  diffi- 
culty as  the  child  advances  and  is  able  to  reproduce  them 
in  written  form. 

When  Use  the  Text? — When  the  child  is  able  to  read 
understandingly  and  gain  information  from  the  book  he 
may  use  a  language  text.  This  would  probably  occur 
in  the  third  grade. 

Technical  Grammar  in  the  Language  Book. — While 
technical  grammar  should  not  predominate  in  the  lan- 
guage book,  a  limited  amount  may  appear  therein  prepar- 
atory to  the  intensive  study  of  grammar. 

Value  of  Language  Study. — It  teaches  the  child — 

I.  To  speak  and  write  correctly. 

II.  To  be  more  fluent  in  expression. 
III.     To  enlarge  his  vocabulary. 

When  Begin  the  Study  of  Grammar? — At  one  time  it 
was  thought  that  when  the  child  was  able  to  read  for 
information,  which  would  be  about  the  third  grade,  he 
was  ready  to  begin  the  serious  study  of  such  texts  as 
arithmetic,  geography  and  grammar,  but  riper  judgment 
decrees  that  he  shall  not  begin  until  the  sixth  or  seventh 
grades,  or  even  later. 

Why  Study  Grammar? — I.  Perhaps  the  best  and  most 
forceful  reason  that  may  be  urged  is  that  the  child  may 
be  prepared  to  understand  thoroughly  English  literature. 

II.  Whitney  says:  **We  study  grammar  that  we  may 
correctly,  accurately  and  quickly  determine  all  the 
thought  in  the  English  sentence  and  see  every  shade  of 

.'tneaning. ' ' 

III.  The  intensive  study  of  grammar  should  lead  the 
pupil  to  improve  the  structure  of  his  own  sentences. 

IV.  An  able  authority  states  that  grammar  is  one  of 
the  best  subjects  that  can  be  studied  for  developing  the 
reasoning  power. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  67 

V.  It  produces  swift,  accurate,  logical  and  independent 
thinking. 

VI.  It  creates  for  the  pupil  a  standard  by  which  to 
correct  his  own  speech. 

VII.  It  places  before  him  reasons  for  the  standard 
given. 

Does  Grammar  Exercise  the  Reasoning  Faculty? — If 
grammar  is  taught  correctly  it  does  exercise  the  reasoning 
faculty  to  a  marked  degree.  The  judgment  called  for  in 
analyzing  and  in  deciding  what  part  of  speech  a  word 
is,  often  calls  forth  very  deep  reasoning  on  the  child's 
part. 

The  Thought  Relations  of  Words. — This  signifies  the 
relation  which  one  word  bears  to  another  in  the  sentence. 
The  relation  of  subject  and  predicate,  of  the  modifiers  of 
each,  and  of  phrases  and  clauses,  are  included  under  this. 

The  Place  Relation  of  Words. — This  signifies  simply  the 
place  or  space  which  a  word  occupies  in  the  sentence. 

Is  Grammar  a  Thought  or  a  Fact  Study? — Many 
teachers  have  required  the  pupil  to  spend  the  major  part 
of  his  time  studying  facts,  memorizing  rules  and  defini- 
tions and  have  called  that  grammar. 

If  grammar  is  properly  taught  it  should  be  made  em- 
phatically a  close  study  of  thought  relations. 

To  interpret  other  studies  the  pupil  needs  to  see  the 
thought  relations  existing  between  words  and  he  can  be 
led  to  see  these  relations  through  the  study  of  grammar, 
which  is  an  intense  thought  study  when  presented  as  it 
should  be.  In  fact,  an  eminent  authority  has  said  that 
in  all  probability  it  is  more  of  a  thought  study  than  arith- 
metic. 

The  training  that  comes  from  the  study  of  grammar  is 
invaluable,  since  if  the  mind  is  rightly  developed  it  may 
lead  to  the  study  of  logic. 


68  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OP  TEXTS 

How  Grammar  May  be  Made  an  Intensive  Study. — It  is 

essential  that  there  should  be  formal  drill  in  the  parts 
of  speech  and  their  uses,  but  if  grammar  is  to  be  made 
such  a  delight  to  the  pupil  as  to  become  one  of  his  most 
fascinating  studies,  the  connection  between  it  and  litera- 
ture must  be  a  vital  one. 

If  sentences,  different  from  those  found  in  the  grammar, 
are  placed  upon  the  board  for  study,  if  the  child  is  made 
to  see  that  he  is  studying  books  rather  than  texts  and 
above  all  if  he  studies  beautiful  and  uplifting  thoughts 
clothed  in  words  of  beauty,  the  study  of  grammar  may 
appeal  to  him  in  an  altogether  different  light  from  that 
in  which  it  ordinarily  does. 

Is  Grammar  an  Inductive  or  Deductive  Study? — As 

ordinarily  considered,  it  is  a  deductive  study,  but  its 
effects  are  far  more  beneficial  when  considered  induc- 
tively. 

The  ordinary  grammar  a  few  years  ago  was  arranged 
on  this  wise: 

1.  The  definition. 

2.  The  illustration. 

3.  Sentences  for  practice  usually  formed  according  to 
the  same  model. 

The  modern  method  is: 

1.  Questions  that  will  lead  the  pupil  to  formulate  the 
definition. 

2.  The  definition. 
8.     Illustration. 

4.  Sentences  for  practice  which  are  interesting,  varied, 
and  such  as  demand  thought  from  the  pupil. 

If  the  sentences  are  to  demand  deep  thought  on  the 
pupil's  part,  they  must  be  varied.  There  may  be  enough 
sentences  to  illustrate  the  special  case,  but  there  should 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  69 

be  also  sentences  of  kinds  previously  studied  to  call  forth 
studious  effort. 

These  sentences  may  be  taken  from  history  and  litera- 
ture, as  is  customary  in  the  German  schools,  and  be  such 
as  will  impart  information. 

How  Insure  Correct  Speech? — While  it  would  seem 
plausible  that  the  child  who  has  always  been  surrounded 
by  people  speaking  correct  English  would  be  more  likely 
to  use  it  himself,  this  does  not  follow  by  any  means,  nor 
does  it  follow  that  a  thorough  knowledge  of  grammar 
will  secure  correct  speech. 

In  the  case  where  parents  do  not  use  correct  English 
we  cannot  be  certain  that  example,  instruction  or  knowl- 
edge of  principles  and  rules  will  avail,  for  it  is  said  that 
"the  parents'  example  will  often  set  to  naught  the  teach- 
er's example." 

How  Interest  the  Child  in  Using  Correct  Speech. — 

1.  By  placing  before  him  a  fine  model. 

2.  By  bringing  to  his  notice  literary  productions  of  a 
high  order  that  interest  him. 

8.  By  criticising  his  mistakes  so  tactfully  that  he  will 
not  be  discouraged,  but  will  be  incited  to  greater  effort. 

4.  By  impersonal  criticism  of  mistakes  made  in  cur- 
rent conversation. 

5.  By  appealing  to  the  child's  desire  to  use  correct 
English  because  it  is  the  standard  of  the  educated. 

Why  a  Teacher  Should  Have  Command  of  Good  English. 

— To  be  a  good  conversationalist  means  not  simply  to  be 
voluble,  but  to  speak  to  the  point,  without  repetition,  in 
few  and  choice  words. 

The  ambitious  teacher  should  have  within  herself  the 
desire  to  use  the  purest  English  possible  because  it  is  the 
standard  of  education. 


70  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

It  is  of  special  advantage  to  the  teacher  to  have  a 
good  command  of  language,  because : 

1.  Of  necessity  the  average  teacher  is  forced  to  talk 
the  major  part  of  the  time  each  school  day  from  nine 
o'clock  until  four. 

2.  Whether  she  wills  it  or  not,  whether  her  English  is 
good  or  poor,  whether  she  uses  slang  or  not,  she  will  be 
copied  by  the  pupils. 

3.  She  commands  more  respect  from  her  pupils  if  she 
speaks  correctly,  since  it  is  the  insignia  of  a  good  edu- 
cation. 

4.  She  may  aid  in  enlarging  the  pupil's  vocabulary. 

5.  She  must  know  English  well  in  order  to  criticise 
adequately  the  oral  and  written  work  of  the  pupil. 

6.  She  needs  to : 

a.  Question  skillfully. 

b.  Explain  clearly. 

c.  Illustrate  forcibly. 

d.  Describe  vividly. 

e.  Draw  distinctions  closely. 

f.  Convince  thoroughly  in  argument. 

7.  She  must  lead  the  pupil  skillfully  to  formulate  rules 
and  definitions. 

8.  She  must  use  good  English  if  she  wishes  to  give 
pleasure  and  make  lasting  impressions  upon  those  with 
whom  she  comes  in  contact. 

Correction  of  Errors  in  Expression. — It  is  well  to  have 
definite  exercises  for  the  correction  of  errors  in  expres- 
sion, either  selected  by  the  teacher  from  the  conversation 
of  the  pupils,  or  by  the  pupils  from  expressions  which 
reach  their  ears.  If  these  are  corrected  orally,  in  an 
impersonal  manner,  as  it  is  perfectly  easy  to  do,  it  may 
prove  of  great  value  because  grammatical  knowledge 
may  be  as  firmly  fixed  in  this  way  as  in  any  other.    If 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  71 

the  models  placed  before  the  child  in  speaking  and  writ- 
ing are  correct,  it  would  seem  that  his  tendency  would 
be  to  speak  and  write  correctly  himself.  For  this  reason, 
while  the  oral  correction  of  sentences  may  prove  bene- 
ficial, incorrectly  written  sentences  should  be  placed 
before  the  child  but  seldom,  and  then  only  when  his  habits 
of  expression  are  practically  formed. 

Why  the  Child  Dislikes  Grammar. — The  child  dislikes 
grammar  because: 

1.  He  does  not  understand  it. 

2.  It  is  not  made  interesting  to  him. 

3.  It  is  not  well  taught. 

4.  He  does  not  see  what  good  it  will  do  him. 

In  other  words,  there  is  not  the  proper  connection  made 
between  the  study  of  grammar  and  his  life.  It  is  the 
experience  of  many  a  pupil  that  after  a  foreign  language, 
such  as  Latin,  with  its  intricate  constructions  and  inten- 
sive work  in  grammar  has  been  studied,  English  gram- 
mar, which  heretofore  had  been  a  closed  book,  became 
suddenly  capable  of  being  understood  and  enjoyed. 

5.  Parents  do  not  always  see  the  necessity  for  it. 

6.  The  teacher  has  required  the  child  to  memorize 
rules  and  definitions  and  has  called  that  grammar,  when 
it  is  only  an  infinitesimal  part  of  it. 

7.  The  tradition  is  handed  down  from  class  to  class 
and  from  pupil  to  pupil  that  it  is  ''hard"  and  therefore 
to  be  dreaded. 

The  Complaint  of  the  High  School  Teacher  of  English. 
— The  high  school  teacher  of  English  complains  that  the 
child  is  not  properly  grounded  in  the  rudiments  of  gram- 
mar, and  that  the  grade  teacher  has  not  done  her  work 
with  sufficient  thoroughness  so  that  he  has  an  adequate 
foundation  for  high  school  work. 

Parts  of  speech,  which  may  be  called  the  substantials 


72  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

of  grammar,  should  be  learned  in  the  grades  so  that  they 
will  not  be  forgotten.  The  child  should  understand 
especially  the  active  and  passive  verbs  and  know  how 
to  use  them.  He  should  be  taught  to  separate  the  essen- 
tials from  the  non-essentials.  If  the  high  school  and  the 
grade  teacher  should  visit  each  other  and  compare  notes, 
and  if  the  pupil  be  allowed  to  use  his  grammar  in  the 
high  school  to  consult  it  occasionally  and  thereby  refresh 
his  memory,  there  might  be  less  complaint  made  by  the 
high  school  teacher. 

The  Use  of  Dictionary  and  Encyclopedia. — If  the  pupil 
is  required  to  consult  the  dictionary  and  encyclopedia 
for  the  better  understanding  of  a  word,  phrase  or  sen- 
tence, it  would  make  him  consider  the  thought  relations, 
broaden  his  study  of  grammar  and  create  in  him  the 
studious  habit  of  going  to  the  foundation  of  matters. 

Why  the  Pupil  Tires  of  the  Written  Exercise.— The 
pupil  tires  of  the  written  exercise  because : 

1.  The  oral  work  requires  so  much  less  downright 
drudgery  than  the  written  work,  and  the  average  pupil 
does  not  like  to  delve. 

2.  He  is  required  to  produce  so  many  written  exercises. 

3.  He  is  not  given  interesting  subjects  to  write  upon. 

4.  Often  the  written  exercise  isn't  handed  in,  he  is 
not  required  to  make  a  recitation  upon  it  in  class,  no 
reference  is  made  to  it,  or  comments  offered  upon  it,  and 
no  incentive  to  his  ambition  is  offered  in  having  his 
)vork  compared  with  that  of  others. 

5.  Of  its  unvaried  monotony. 

Formulating  the  Definition. — It  is  difficult  to  formulate 
a  definition,  for  it  is  a  generalization  of  what  has  pre- 
ceded, and  in  making  it,  the  essentials  must  be  included 
and  the  non-essentials  excluded. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  73 

The  definition  should  be  clearly  worded  and  should 
contain  the  choicest  words  to  express  the  exact  thought. 

The  pupil  should  be  led  step  by  step,  as  is  the  custom 
in  the  German  schools,  to  formulate  the  definition  himself, 
because : 

1.  It  is  by  this  means  that  he  is  taught  to  reason  in- 
ductively. 

2.  His  self-activity  is  aroused  to  a  high  degree,  since 
to  form  the  generalization  well  means  a  decided  advance 
in  thinking. 

3.  He  will  remember  the  definition  longer  if  he  for- 
mulates it  himself,  for  if  the  exact  words  are  forgotten 
and  he  has  the  idea,  he  can  repeat  the  process  of  reason- 
ing and  reform  it  at  will. 

Diagramming. — If  the  pupil  uses  the  diagram  simply 
as  a  means  to  an  end,  and  diagrammed  to  obtain  a  mental 
picture  of  the  relations  of  words  in  the  sentence  as  a 
foundation  for  better  analysis,  it  would  undoubtedly  be 
of  value  to  him. 

It  may  serve  as  a  device  to  help  the  teacher,  since  in  a 
large  class  she  can  see  at  rapid  glance  just  how  each  pupil 
regards  the  sentence  under  consideration.  A  few  of  the 
reasons  why  it  does  not  seem  desirable  to  diagram  are: 

1.  The  place  instead  of  the  thought  relations  of  words 
are  emphasized. 

2.  A  pupil  who  is  able  to  diagram  a  sentence  may  be 
unable  to  analyze. 

3.  It  may  be  so  used  as  to  be  a  positive  hindrance  ^o 
further  advancement,  for  many  a  pupil  stops  short  at 
diagramming,  feeling  that  his  work  is  completed  when 
that  is  accomplished,  when  in  truth  he  is  just  at  the  point 
where  the  intricate  work  of  analysis  should  beo-in. 


74  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

4.  Attention  is  focused  upon  forming  and  placing  the 
lines  and  writing  the  words  upon  the  lines  rather  than 
upon  the  thought  of  the  sentence. 

The  Dread  of  Composition. — The  average  child  dreads 
composing,  because: 

1.  He  is  not  familiar  with  the  subject  upon  which  he 
is  to  write. 

2.  He  is  not  interested  in  it. 

3.  It  is  beyond  his  capacity. 

4.  He  was  not  properly  trained  in  writing  in  the  lower 
grades. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  75 

CHAPTER  XI. 
QUESTIONS  ON  ENGLISH. 

1.  What  is  language  study? 

2.  To  what  is  it  preparatory? 

3.  Why  is  it  not  called  beginning  grammar? 

4.  What  is  the    difference    between    language    and 
grammar  ? 

5.  When  begin  to  teach  language  ? 

6.  When  cease? 

7.  What  may  be  made  the  basis  of  language  study? 

8.  With  what  studies  may  language  be  correlated? 

9.  How  correlated  with  these? 

10.  How  may  language  lessons  grow  out  of  general 
lessons  ? 

11.  Should  there  be  a  separate  recitation  for  language  ? 

12.  Should  every  lesson  be  a  language  lesson? 

13.  In  what  grade  should  reproduction  stories  be  used? 

14.  When  is  the  best  time  for  the  language  recitation? 

15.  What  are  good  texts  in  language  ? 

16.  When  should  the  child  begin  to  use  the  text  book 
in  language? 

17.  Should  the  language  book  contain  technical  gram- 
mar? 

18.  What  should  the  study  of  language  do  for  the 
child? 

19.  When  begin  the  study  of  grammar? 

20.  Why  study  grammar? 

21.  Does  it  exercise  the  reasoning  faculty? 

22.  What  part  of  reason  requires  the  greatest  sagac- 
ity? 


76  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

23.  How  is  grammar  peculiarly  fitted  to  train  the 
powers  of  observation? 

24.  What  is  meant  by  the  place  relation  of  words? 

25.  What  is  meant  by  the  thought  relation? 

26.  Is  grammar  a  thought  or  a  fact  study? 

27.  How  does  it  compare  with  history,  geography  and 
psychology  as  a  thought  study? 

28.  Of  what  value  are  the  facts  of  grammar? 

29.  What  is  the  difference  between  a  content  and  a 
form  study? 

30.  Should  formal  drill  in  the  parts  of  speech  and 
their  uses  predominate,  or  should  there  be  a  vital  connec- 
tion between  literature  and  grammar? 

31.  What  are  the  studies  immediately  succeeding 
grammar  ? 

32.  To  what  does  the  study  of  grammar  lead? 

33.  Is  grammar  an  inductive  or  deductive  study? 

34.  What  is  meant  by  the  spiral  system  in  grammar? 

35.  What  are  good  texts  to  use  in  grammar? 

36.  Will  the  child  who  has  always  been  surrounded 
by  people  speaking  correctly,  use  correct  English? 

37.  Is  he  more  likely  to  do  so? 

•  38.     What  is  true  of  the  parents'  example? 

39.  Does  a  thorough  knowledge  of  grammar  insure 
correct  speech? 

40.  Why? 

41.  How  would  you  interest  the  child  in  using  good 
J5nglish? 

42.  How  may  the  habits  of  incorrect  speech  be  over- 
come? 

43.  Why  should  a  teacher  especially  have  command  of 
good  English? 

44.  Should  the  teacher  use  slang? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  77 

45.  What  is  the  value  of  grammar  as  a  corrective 
discipline  ? 

46.  Should  there  be  definite  exercises  for  the  correc- 
tion of  errors  in  expression? 

47.  Should  they  be  made  up? 

48.  Should  they  be  selected  from  the  daily  world  of 
the  pupils? 

49.  How  can  mistakes  be  corrected  best? 

50.  What  is  the  value  of  this  exercise? 

51.  Does  it  deprive  the  technical  grammar  recitation 
of  any  time? 

52.  Should   incorrectly   written   sentences   be   placed 
before  the  child  for  correction? 

53.  At  what  age  is  it  safe? 

54.  Why  does  the  child  dislike  grammar? 

55.  What  aid  does  the  study  of  a  foreign  language 
render  here? 

56.  What  should  the  child's  knowledge  of  grammar 
be  when  he  enters  the  high  school? 

57.  Should  grammar  be  studied  in  the  high  school? 

58.  Of  what  does  the  high  school  teacher  of  English 
complain  ? 

59.  What  use  should  be  made  of  the  dictionary? 

60.  Of  the  encyclopedia? 

61.  Why  does  the  child  tire  of  the  written  exercise? 

62.  In  what  ways  may  the  written  exercise  be  varied? 

63.  What  subjects  may  be  suggested  to  the  pupil  upon 
which  to  write? 

64.  Would   you   ask   for   written   work   you   do   not 
expect  to  examine? 

65.  To  which  should  the  most  time  be  given: 

1.  To  the  analysis  of  sentences? 

2.  To  the  classification  and  modification  of  the 

parts  of  speech  ? 


78  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

66.  Why  should  analysis  stand  at  the  beginning  of 
any  logical  grammar? 

67.  Why  is  it  difficult  to  formulate  a  definition? 

68.  Who  should  formulate  the  definitions? 

69.  Why? 

70.  Of  what  value  is  the  formulation  of  the  definition? 

71.  By   whom   are   they   formulated   in   the   German 
schools? 

72.  What  kind  of  reasoning  is  taught  by  formulating 
the   definition? 

73.  What  is  meant  by  nomenclature? 

74.  Should  the  pupil  diagram? 

75.  Of  what  value  is  it? 

76.  What  are  the  arguments  against  it? 

77.  What  are  the  difficult  subjects  in  tne  slyidy  of 
grammar  ? 

78.  Of  what  did  the  method  in  the  ordinary  grammar 
consist  a  few  years  ago? 

79.  What  is  the  modern  method? 

80.  How  often  should  the  child  be  given  a  lesson  in 
letter  writing? 

81.  What  may  be  made  the  subject  of  letters? 

82.  How  may  this  exercise  be  varied? 

83.  Why  does  the  average  pupil  dread  composition? 

84.  How  can  the  pupil  be  induced  to  think  deeply? 

85.  Could  grammar  be  made  of  as  much  disciplinary 
value  as  arithmetic  or  the  languages? 

86.  What  is  the  principal  disciplinary  value  of  gram- 
jnar? 

87.  What  are  good  devices  in  grammar? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  79 

CHAPTER  XII. 
OUTLINE  FOR  THE  STUDY  OF  TEXTS  IN  ENGLISH. 

V.  Preface 

a.  Number  of  pages? 

b.  Comparative  length? 

c.  Main  heads? 

d.  Are  they  definitely  brought  out? 

e.  Comprehensive  ? 

f.  Purpose  of  book  stated? 

g.  Clearly  set  forth? 

h.     Names  of  critics  given? 
i.      Acknowledgment  of  aid? 

VI.  Acknowledgment  of  permission  to  publish? 

Where  found 

a.  Preface? 

b.  Close  of  selection? 

VII.  Article  on  the  English  Language? 

VIII.  Development  of  the  English  Language? 

IX.  Elements  of  English  Grammar? 

X.  Introduction. 

a.  Length  ? 

b.  Main  theme? 

XI.  Contents. 

a.  Comparative  length? 

b.  Number  of  lessons? 

c.  Divided  into  parts? 

d.  Chapter  indicated? 

e.  Page  indicated? 

XII.  List  of  Authors. 

a.  Where  found? 

b.  Authors  of  highest  rank? 

c.  Modern  authors  ranking  well? 


80  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS   , 

XIII.  Suggestions  to  Teachers. 

a.  Where  found? 

b.  Helpful? 

e.     Sufficient  number? 

XIV.  Suggestions  to  Pupils. 

a.  Comparative  number? 

b.  Helpful? 

c.  Practical  ? 

d.  Where  found? 

XV.  Material  of  Text. 

1.  Upon  what  based? 

a. .  Nature  study  ? 

b.  Classics  ? 

c.  Fine  literary  selections  ? 

d.  Facts  of  history? 

e.  Poems  ? 

f.  Occupations  of  men? 

g.  Fables? 

2.  Examination  of  text. 

a.  Inductive? 

b.  Deductive  ? 

c.  Logically  arranged? 

d.  Has  emphasis  been  laid  on  the  thought  rela- 
tions of  words? 

e.  Is  it  practical? 

f.  Does  it  refer  to  the  every-day  life  and  thought 

of  boys  and  girls? 

g.  Any  very  lengthy  selections? 

3.  Arrangement  of  material? 

a.  Logical  sequence? 

b.  Kindred  subjects  grouped? 

c.  Lessons  of  same  nature  interspersed  through 

text? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  81 

d.  Topical? 

e.  Spiral  ? 

4.  Story. 

a.  Begun  ? 

b.  Unfinished? 

c.  For  paragraph  revision  ? 

d.  From  pictures? 

e.  From  topical  outline  ? 

f.  From  brief  hints? 

5.  Composition. 

a.  Number  of  lessons  on  this  subject? 

b.  How  fully  treated? 

c.  What  subjects  treated? 

d.  What  classics  does  it  contain? 

6.  Letter  writing. 

a.  Number  of  lessons  on  this  subject? 

b.  How  fully  treated? 

c.  Section  upon  letter  writing? 

d.  Parts  of  a  letter  defined? 

e.  Letter  forms? 

f.  Letters  of  friendship? 

g.  Business   forms? 

h.     Business  transactions? 
i.      Invitations  ? 
j.     Replies? 
k.     Telegrams  ? 

7.  Study  of 

a.  A  word  picture? 

b.  Meaning  of  words? 

c.  Quotations  ? 

8.  Exercises. 

a.  Comparative  number? 

b.  How  often  found? 

c.  Where  found? 


82  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

d.  Oral? 

e.  Written? 

f.  Dictation? 

g.  In  composition? 

h.     In  copying  sentences  and  filling  blanks? 
i.      For  finding  different  forms? 
j.      Which  kind  predominates? 

9.  Miscellaneous. 

a.  Biographies  of  famous  painters? 

b.  Selections  to  be  committed  to  memory? 

c.  Descriptions? 

d.  Article  on  the  nature  of  ideas? 

e.  Article  on  the  nature  of  thoughts? 

f.  Turning  sentences  into  other  forms? 
'     g.  Grouping? 

h.     Synonyms  ? 

i.      Proverbs  ? 

j.     Strictly  grammatical? 

10.  Are    models    or    patterns    provided    in    sufficient 
quantity  ? 

a.  Of  declension? 

b.  Of  conjugation? 

c.  Of  expression? 

d.  Of  correct  forms? 

11.  What  kind  of  lessons  predominate  in  the  book? 

12.  Which  predominates  (1)  prose?     (2)  poetry? 

13.  Is  there  too  much  sameness  to  the  lessons? 

14.  Are  chapters  well  numbered  in  blacker  type  ? 

15.  Are  main  heads  well  brought  out? 
XVI.  Rules. 

a.  Comparative  number? 

b.  How  developed? 

c.  After  development  are  they  grouped? 

d.  In  blacker  type? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  83 

e.  In  italicized  print? 

f.  Where  found? 

XVII.  Definitions. 

a.  Comparative  number? 

b.  How  reached  (1)  inductively?  (2)  deductively? 

c.  Entire  wording  in  blacker  type? 

d.  Clear? 

e.  Comprehensive  ? 

f.  In  italicized  type? 

g.  Principal  word  italicized? 

h.     In  which  part  of  the  book  most  prominent? 

XVIII.  Principles. 

a.  Comparative  number? 

b.  How  reached 

1.  Inductively  ? 

2.  Deductively? 

c.  Clear? 

d.  Definite? 

XIX.  Questions. 

a.  Comparative  number? 

b.  How  often  found? 

c.  Testing? 

d.  Provocative  of  thought? 

e.  Logical  sequence? 

f.  Are   questions    asked    for    teachers'   aid   an- 
swered ? 

XX.  Reviews. 

a.  Simply  drills  upon  what  has  been  previously 
gone  over? 

b.  A  new  view  of  an  old  subject? 

c.  Frequent  ? 

d.  How  often  occur? 

e.  Contain  important  features? 

f.  Non-important  features? 


84  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 


XXI.     Summaries. 


a.  Comparative  number? 

b.  Contain  essentials? 

c.  Non-essentials  ? 


t" 


XXII.    Explanations. 

a. 

Comparative  number? 

b. 

Lengthy  ? 

c. 

Short? 

d. 

Clear? 

e. 

Confusing? 

f. 

Adequate  ? 

XXlll. 

Pronunciation  of  diflScult  words. 

a. 

Number  of  pages? 

b. 

Important  ? 

c. 

Non-important  ? 

d. 

Diacritically  marked? 

e. 

Separated  ? 

f. 

Accented? 

g- 

Where  found? 

XXIV. 

Devices. 

a. 

Comparative  number? 

b. 

Varied? 

c. 

Practical? 

d. 

Where  found? 

XXV.    Nomenclature. 

a. 

Universally  intelligible  ? 

b. 

Of  long-continued  usage  ? 

c. 

Technical? 

d. 

Substitutes  ? 

e. 

Unusual  terms? 

XXVI. 

References  to  the  Dictionary. 

a. 

Comparative  number? 

AND  AIDS  IN  ELEMENTARY  INSTRUCTION. 


85 


XXVII. 

a. 

b. 

XXVIII. 

a. 
b. 
XXIX. 

a. 
b. 
c. 
d. 
e. 

f. 

g- 
h. 
i. 

J. 
k. 
1. 
m 


XXX. 

XXXI. 

XXXII. 

XXXIII 

XXXIV. 

XXXV. 

XXXVI. 

a. 

b. 

c. 

d. 


Division  into  lessons. 
Well  divided? 
Poorly  divided? 
Grading  of  lessons. 
Well  graded? 
Poorly  graded? 
Illustrations. 
List  of  illustrations? 
Number  ? 

Quality— (1)  Fine?     (2)  Medium?     (3)  Poor? 
Educative  ? 

Purely  decorative  without  special  reference  to 
text? 

Copies  of  old  masters? 
Copies  of  famous  modern  pictures? 
Source  given? 
Portraits  of  authors? 
Full  of  suggestion? 
Do  they  suggest  movement  or  action? 
Continuous  or  progressive  pictures? 
Where  found 

1.  At  beginning  of  lesson? 

2.  Grouped  at  close  of  book? 
Peculiar  use  of  words  and  phrases? 
How  words  have  grown? 
Prefixes  and  suffixes? 

Eoot  words? 

Seat-work? 

Appendix,     a.     Length?     b.     Of  what  consist? 

Index. 

Well  arranged? 

Alphabetical  order? 

Arranged  for  correlation? 

Important  subjects  worked  out  fully? 


86     A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

XXXVII.  For  what  age? 

XXXVIII.  For  what  grade? 

XXXIX.  Unusual  features  of  book? 
XL.  Favorable  criticisms? 
XLI.  Unfavorable  criticisms? 
XLII.  Problems  before  the  teacher? 
XLIII.  Psychological  aspect? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  87 


CHAPTER  XIII. 

REVIEW  QUESTIONS  ON  ENGLISH  TEXTS 
EXAMINED. 

1.  Which  acknowledge  permission  to  publish? 

2.  "Which  acknowledge  aid? 

3.  Which  devotes  a  special  topic  to  the  English  lan- 

guage or  to  the  development  of  it? 

4.  Which  has  the  best  introduction? 

5.  Which  has  the  best  table  of  contents? 

6.  Which  are  based  upon  nature  study? 

7.  What  text  bases  the  study  of  grammar  upon  fine  lit- 

erary selections? 

8.  Which  strive  to  correlate  grammar  and  literature  ? 

9.  Which  contain  fine  literary  selections? 

10.  Which    contain    information    even    in    the    shorter 

sentences  ? 

11.  Which  contain    short    quotations   from   the  master- 

pieces ? 

12.  Which  contain  the  names  of  authors  in  connection 

with  the  selections? 

13.  In  which  does  prose  predominate? 

14.  In  which  poetry? 

15.  Which  are  treated  inductively? 

16.  Which  deductively? 

17.  Which  is  the  most  logically  arranged? 

18.  In  which  has  emphasis  been  laid  on  the  inner  content 

of  language? 

19.  Which  has  studies  for  thought  analysis? 

20.  Which  contain  lessons  of  practical  value  in  life? 

21.  Which  has  comparatively  long  selections? 


88  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

22.  Which  are  constructed  on  the  topical  plan? 

23.  Which  on  the  spiral  plan? 

24.  Which  has  the  best  suggestions  to  teachers? 

25.  Which  has  the  best  suggestions  to  pupils? 

26.  In  which  are  fables  found? 

27.  Which  contain  story  work? 

28.  Which  contains  the  best  exposition  of  letter- writing? 

29.  Which  has  the  study  of  a  word  picture? 

30.  Which  contain  the  most  varied  exercises? 

31.  Which  has  the  best  exercises  for  composition? 

32.  Which  contain  the  best  models? 

33.  Which  contain  few  rules? 

34.  Which  have  the  best  rules? 

35.  In  which  are  they  scattered  throughout  the  text? 

36.  Which  have  them  grouped  at  close  of  text? 

37.  Which  contain  the  best  definitions? 

38.  In  which  are  they  grouped? 

39.  Which  have  the  best  principles? 

40.  Which  has  many  questions? 

41.  Which  has  few? 

42.  Which  contain  testing  questions? 

43.  Which  contain  those  provocative  of  thought? 

44.  Which  contain  frequent  reviews? 

45.  AVhich  present  reviews  in  a  new  light? 

46.  Which  have  summaries? 

47.  Which  has  the  best  summaries? 

48.  Which  contain  the  best  explanations? 

49.  In  which  are  the  difficult  words  pronounced? 
-''50.  In  which  are  many  devices  found? 

51.  Which  has  the  most  varied  nomenclature? 

52.  Which  contain  selections  to  be  committed  to  mem- 

ory? 

53.  Which  strive  to  conform  to  ordinary  usage  in  the 

matter  of  technical  terms  ? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  89 

54.  Which  has  a  list  of  illustrations? 

55.  Which  have  pictures  that  are  educative  because  they 

illustrate  the  subject? 

56.  Which   contain   progressive    pictures — one    growing 

out  of  another? 

57.  Which  language  books  contain  pictures  that  suggest 

movement  and  action? 

58.  Which  have  copies  of  famous  masterpieces? 

59.  Which  has  the  finest  illustrations? 

60.  In  which  are  there  biographies  of  famous  painters? 

61.  AVhich  has  the  best  appendix? 

62.  Which  has  the  best  index? 

63.  Which  have  important  subjects  worked  out  fully  in 

the  index? 

64.  M^hich  have  an  index  of  authors? 

65.  Which  state  the  grades  in  which  it  is  to  be  used? 

66.  In  which  are  there  references  to  other  books? 

67.  Which  contain  references  to  the* dictionary? 

68.  Which  contain  errors  to  be  corrected? 

69.  Which  emphasize  the  use  of  the  diagram? 

70.  In  which  is  there  a  brief  statement  of  the  purpose 

before  each  section  of  the  book? 

71.  Which  contain  sufficient  supplementary  material? 

72.  Upon  what  is  the  elements  of  English  grammar  by 

Brown  &  De  Garmo  based? 

73.  Upon  w^hat  is  De  Garmo 's  Language  Lessons,  Book 

I.,  based? 

74.  Upon  what  is  De  Garmo 's  Lessons,  Book  II.,  based? 

75.  Upon  what  is  the  Mother  Tongue,  Book  I.,  based? 

76.  Upon  what  is  the  Mother  Tongue,  Book  II.,  based? 

77.  Upon  what   is  Gordy  &  Mead's  Language  Lessons 

based? 

78.  Upon  what  is  Gordy  &   Mead's  Grammar  Lessons 

based? 


90     A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

79.  Upon  what  is  Foundation  Lessons  in  English,  by 

Woodley  &  Woodley,  based  ? 

80.  Upon  what  is  Foundation  Lessons  in  English  Lan- 

guage and   Grammar,   by  Woodley   &  Carpenter, 
based  ? 

81.  Upon  what  is  New  Lessons  in  Language,  by  South- 

worth,  based? 

82.  Upon  what  is  English  Grammar  and  Composition, 

by  Southworth,  based? 

83.  Upon  what  is  the  AVebster-Cooley  Language  Series, 

Book  I.,  based? 

84.  Upon  what  is  the  Webster-Cooley  Language  Lessons 

and  Elementary  Composition  based? 

85.  Upon  what  is  Lyte's  Elementary  English  based? 

86.  Upon  what  is  Lyte's  Elements  of  Grammar  and  Com- 

position based? 

87.  Upon  what  is  Lyte's  Advanced  Grammar  and  Com- 

position based? 

88.  Upon  what  is  Reed  &  Kellogg 's  Graded  Lessons  in 

English  based? 

89.  Upon  what  is  Reed  &  Kellogg 's  Higher  Lessons  in 

English  based? 


0^ 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  91 


CHAPTER  XIV. 

PROBLEMS  THAT  CONFRONT  THE  TEACHER  OF 
ENGLISH. 

1.  To  make  the  study  of  grammar  a  fascinating  study. 

2.  To  emphasize  the  ''thought"  rather  than  the  "place 

relation"  of  words. 

3.  To  teach  the  pupil  that  there  is  a  vital  connection 

between  grammar  and  literature. 

4.  To  lead  him  to  a  more  thorough  understanding  of 

literature. 

5.  To  teach  him  to  delight  in  fine  literature  through 

the  study  of  grammar. 

6.  To  prepare   him   for   the   better   comprehension   of 

literature  by  thought  analysis. 

7.  To  lead  him  to  study  books  rather  than  texts. 

8.  To  teach  him  to  view  language  as  a  form  or  symbol 

used  for  the  expression  of  thoughts. 

9.  To  teach  him  that  definitions  and  rules  aid  in  the 

expression  of  thought. 

10.  To  emphasize  the  essentials. 

11.  To  interest  the  pupil  in  subjects  too  often  ignored, 

e.g., 

The  nature  of  language. 

Its  relation  to  thought  and  style. 

Processes  which  affect  its  growth  and  decay. 

The  province  of  grammar. 

The  relation  of  grammar  to  usage. 

12.  How  to  lead  the  pupil  to  a  clear  understanding  of 

difficult  points  in  grammar. 

13.  To  be  able  to  explain  clearly. 


92  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

14.  To  lead  the  pupil  to  understand  the  principles  of 

grammar. 

15.  To  aid  him  in  formulating  definitions. 

16.  To  teach  him  to  analyze. 

17.  To  provide  sufficient  material  for  analysis. 

18.  To  teach  the  pupil  that  diagramming  does  not  neces- 

sarily mean  analyzing. 

19.  To  develop  the  pupil's  reasoning  power. 

20.  To  teach  him  to  reason  inductively. 

21.  To  cultivate  in  him  the  power  of  discrimination. 

22.  How  to  teach  composition  work  effectively. 

23.  To  lead  the  pupil  to  progress  constantly  in   com- 

posing. 

24.  To  lead  him  to  discuss  informally. 

25.  To  teach  him  to  speak  correctly  and  to  express  him- 

self fluently. 

26.  How  to  correct  errors  in  speech  most  efficiently  and 

tactfully. 

27.  To  lead  the  pupil  to    correct    his  own  mistakes  in 

English. 

28.  To  provide  abundant    material    for    supplementary 

exercises  not  all  of  the  same  kind  and  requiring 
but  little  effort. 

29.  To  present    to    the    pupil    for    exercises    beautiful 

thoughts  clothed  in  words  of  beauty. 

30.  How  to  lead  him  to  be  self-active  in  this  subject. 

31.  To  teach  him  to  select  his  own  material  for  exer- 

cises outside  of  the  text. 
'82.     To  teach  him  to  use  the  dictionary  and  encyclopedia 
in  connection  with  the  study. 

33.  To  decide  which  exercises  to  omit. 

34.  How  to  present  reviews  in  a  new  light. 

35.  How  to  teach  the  spiral  system. 

36.  How  best  to  divide  lengthy  chapters. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  93 

37.  How  to  supplement  the  few  questions  found  in  some 

texts. 

38.  How  to  cover  the  ground  required  in  a  stated  period. 

39.  How  to  plan  the  work  that  it  will    demand    deep 

thinking  on  the  pupil's  part. 

40.  How  to  make  grammar  a  disciplinary  study. 


r' 


PART  III.— ARITHMETIC. 


CHAPTER  XV. 
ARITHMETIC. 

When  Begin  the  Study  of  Number. — It  is  customary 
to  teach  the  child  number  as  soon  as  he  enters  school, 
because  of  public  sentiment. 

If  this  subject  should  be  postponed  and  he  should  be 
given  work  preparatory  to,  and  along  the  same  line  as 
number  to  develop  his  mind  until  he  had  been  in  school 
for  a  while,  he  would  probably  gain  an  advantage,  for 
he  would  be  better  able  to  use  his  reason  and  judgment 
later  and  would  doubtless  be  as  far  advanced  in  the  end 
as  if  he  had  studied  number  from  the  beginning  of  his 
school  life. 

The  Use  of  Objects. — Objects  should  be  used  to  teach 
the  beginning  lessons  in  number. 

They  should  not  be  of  such  a  nature  as  to  attract  atten- 
tion to  themselves,  but  such  as  would  make  number  rela- 
tions more  clearly  understood. 

The  uncolored,  one-inch  cube  is  the  best  for  class  work 
because : 

1.  It  is  of  convenient  size  for  the  child  to  handle. 

2.  It  is  the  standard  of  measure. 

Uncolored  shoe  pegs  may  be  used  for  seat  work. 
What  Teach  the  Child  the  First  Year,  Second  Year  and 
Third  Year. — Some  teachers  would  teach  from 
1  to  10  the  first  year. 
10  to  20  the  second  year. 
20  to  100  the  third  year. 


96  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

Others  would  teach  from 

1  to  10  the  first  year. 

10  to  100  the  second  year. 

100  to  1,000  the  third  year,  so  as  to  emphasize  the 
decimal  feature. 

D.  E.  Smith  would  teach 

1  to  12  inclusive  the  first  year. 

1  to  1,000  the  second  year. 

1  to  10,000  the  third  year. 

This  occurs  in  his  ''Course  of  study  prepared  after  a 
long  and  careful  study  of  the  best  courses  that  are  at 
present  in  use  in  the  educational  centers  of  the  United 
States." 

When  Use  the  Book? — When  the  child  is  able  to  handle 
the  book  intelligently  and  gain  information  from  the 
printed  page,  which  would  be  about  the  third  grade,  he 
should  use  a  text  in  arithmetic. 

One  authority  says,  by  the  middle  of  his  second  school 
year,  he  can  use  the  text. 

Synthesis. — The  word  synthesis  is  derived  from  two 
Greek  words  and  means  to  put  together. 

Synthesis  includes  addition  and  multiplication. 

Analysis. — The  word  analysis  is  also  derived  from  two 
Greek  words  and  signifies  to  unloose  or  take  apart. 

Subtraction  and  division  are  included  under  analysis. 

The  Incidental  Teaching  of  Arithmetic. — By  the  inci- 
dental teaching  of  arithmetic  is  meant  that  no  separate 
recitation  period  is  given  to  the  subject  of  arithmetic, 
H5ut  that  whenever  a  subject  under  discussion  will  permit 
of  an  arithmetical  trend,  the  teacher  plans  beforehand, 
with  the  greatest  care,  to  give  it  one. 

When  a  principle  is  once  brought  up,  it  is  to  be  taught 
with  the  thoroughness  that  it  would  receive  if  it  was  con- 
sidered in  the  period  set  apart  for  arithmetic. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  97 

Accidental  Teaching. — The  accidental  teaching  of  arith- 
metic means  that  no  period  is  set  apart  for  arithmetic, 
and  the  teacher  does  not  plan  to  give  the  subject  an  arith- 
metical turn,  but  if  a  pupil  asks  a  question  pertaining  to 
arithmetic,  the  teacher,  in  answer,  teaches  the  subject, 
whatever  it  may  be,  thoroughly  and  well. 

The  difficulty  in  this  case  is,  that  if  the  pupils  do  not 
chance  to  ask  mathematical  questions  the  subject  of  arith- 
metic is  almost  altogether  slighted. 

While  good  results  might  be  obtained  by  incidental 
teaching  in  the  hands  of  a  skillful  worker,  the  outcome 
of  accidental  teaching  would  be  neither  particularly  bene- 
ficial nor  practical. 

With  What  Subjects  Might  Arithmetic  be  Correlated  if 
Taught  Incidentally? — Arithmetic  might  be  correlated 
with  geography,  reading,  history,  drawing,  manual  train- 
ing, language  and  nature  study. 

The  Educational  Value  of  Arithmetic. — White  says: 

The  chief  aim  of  training  in  arithmetic  from  the  first, 
should  be  to  impart  rapidity  and  accuracy  in  all  processes. 

It  should  give  a  clear  grasp  of  number  relations. 

Jackman  says: 

Arithmetic  gives  accuracy,  exactness  and  vividness  to 
ideas. 

It  renders  hazy  notions  clear. 

It  evolves  the  definite  from  the  indefinite. 

Roark  says: 

Arithmetic  cultivates  originality  and  precision  of 
thought. 

It  teaches  exactness  in  analysis. 

It  teaches  quickness  and  correctness  in  the  manipula- 
tion of  figures. 

It  teaches  increased  neatness  of  written  work  done 
according  to  prescribed  forms.     (A  matter  of  sufficient 


98  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

importance  to  justify  far  more  attention  than  it  usually 
receives.) 

Fitch  says: 

Arithmetic  is  a  discipline  in  closeness  and  continuity 
of  thought. 

It  teaches  the  child  to  think  consecutively,  closely  and 
logically. 

It  serves  as  a  training  in  elementary  logic. 

It  teaches  rapidity. 

It  teaches  concentration  of  effort. 

Alger  says: 

The  purpose  of  arithmetic  is  to  enable  the  child  to 
understand  the  meaning  of  life's  problems  through: 

First.     Sense  experiences. 

Second.  By  suggestion  through  the  use  of  the  funda- 
mental processes. 

It  cultivates  the  ability  to  determine  the  quantitative 
relations  of  facts,  not  only  in  connection  with  business, 
but  with  all  the  facts  of  that  description  with  which  the 
mind  has  to  do. 

In  Actual  Life  Why  Do  We  Need  Arithmetic?— Each 

individual  needs  it  in  obtaining  commodities. 

Unquestionably  the  business  man  needs  it. 

The  householder  needs  it  in  carrying  on  his  occupation 
in  life,  whatever  that  may  be,  in  caring  for  his  family 
and  providing  for  his  household  and  in  all  his  financial 
relations. 

The  housewife  needs  it  in  purchasing  her  supplies,  in 
dealing  with  those  whom  she  may  employ,  her  servant, 
her  seamstress,  in  her  social  relations  and  in  keeping  her 
personal  accounts. 

"Culture  Value"  of  Arithmetic— By  ''culture  value'' 
is  meant  that  knowledge  which  broadens  the  pupil  and 


AND  AIDS  IX  ELEMENTARY  INSTRUCTION.  99 

makes  him  a  more  intelligent  human  being  and  a  more 
useful  citizen. 

Literature,  history,  geography  and  similar  subjects  im- 
part culture  value  by  broadening  and  developing  the 
pupil  in  innumerable  ways. 

So  much  of  life  is  concerned  with  the  relation  which 
man  bears  to  man  that  such  subjects  as  these  give  the 
pupil  the   necessary  understanding  of  them. 

Undoubtedly  arithmetic  broadens  and  develops  the 
pupil,  but  it  is  questionable  whether  it  does  to  the  same 
degree  that  the  above-mentioned  subjects  do. 

Arithmetic  is  simply  a  means  to  an  end.  The  pupil 
understands  certain  subjects  in  literature,  history  and 
geography  better,  because  of  his  knowledge  of  arithmetic. 

He  needs  arithmetic  to  solve  the  problems  his  other 
experiences  bring  up. 

It  has  its  place,  but  some  authorities  feel  that  too  promi- 
nent a  position  has  been  given  to  it  in  our  -curriculum  in 
the  past.  When  one  employs  his  leisure  hours  with  a 
book,  it  is  the  rare  individual  who  studies  arithmetic  as 
a  diversion.  When  man  meets  man  in  discussion,  unless 
it  be  a  purely  business  engagement,  the  topics  under  dis- 
cussion would,  under  ordinary  circumstances,  be  current 
affairs  in  country,  state  or  town,  or  some  leading  article 
or  book  lately  published. 

xVrithmetic  might  also  be  called  the  middle-man.  [le  is 
essential  and  yet  we  use  him  as  a  medium  to  understand 
other  things. 

Which  Instill  into  Pupils — What  Arithmetic  is  or  What 
It  Will  Do?— Most  decidedly  the  latter.  Arithmetic  is  a 
worker  and  a  servant,  we  need  to  use  him  for  the  purpose 
of  discovering  something  that  will  serve  our  ends  in  some 
way. 


100  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

Facts  or  Processes?— Such  a  subject  as  addition  or 
interest  should  be  considered  finished  when  the  pupil 
knows  the  facts  which  may  be  obtained  by  means  of  the 
process,  rather  than  when  he  has  simply  mastered  the 
process. 

The  process  is  necessary,  for  the  problem  cannot  be  per- 
formed without  it,  but  the  fact  is  the  essential  thing  to  be 
sought.  The  process  is  just  a  crutch  to  lean  upon  to  find 
out  the  fact. 

If  A  owes  you  $736  and  B  owes  you  $897  your  interest 
is  to  know  the  amount  of  the  indebtedness  of  both  to  you. 

Page  after  page  in  the  arithmetic  has  been  consumed 
with  the  process.  If  more  of  the  problems  with  which 
the  process  is  concerned,  should  be  given  it  might  be 
made  more  of  a  thought  and  less  of  a  mechanical  study. 

Of  What  Value  is  it  to  First  Solve  Problems  by  Indicat- 
ing a  Number  of  Operations  and  Then  to  Perform  the 
Operations  Indicated  Afterwards?— It  is  of  the  greatest 
value,  for  this  is  the  work  that  demands  the  child's  great- 
est self-activity  and  his  highest  thought  power;  the  rest 
is  simply  a  mechanical  process  which  anyone  who  has  a 
knowledge  of  the  fundamentals  can  perform. 

Should  the  Pupil  be  Stimulated  to  Further  Investiga- 
tion?— Most  emphatically.  This  would  be  one  of  the 
surest  ways  of  interesting  him  in  the  subject  of  arithmetic. 

It  would  make  him  see  the  connection  between  arith- 
metic and  the  facts  of  his  life  in  a  very  satisfactory  way 
*and  might  serve  to  broaden  his  knowledge  of  the  manifold 
phases  of  life  with  which  he  comes  in  contact. 

The  material  which  the  book  contains  is  a  task  set  him 
by  others.  The  problem  which  he  originates  is  a  self- 
imposed  task,  one  always  performed  more  willingly  than 
that  imposed  by  another. 


AND  AIDS  IN  ELEMENTARY  INSTRITCTION.  101 

Perhaps  the  highest  office  a  teacher  can  render  a  pupil 
is  to  so  direct  his  self-activity  that  he  may  become  an 
originator,  a  discoverer,  a  producer,  and  surely  investiga- 
tion would  be  a  step  in  this  direction. 

Problems  concerned  with  the  price  of  a  plot  of  ground, 
e.  g.,  the  public  park  situated  in  the  heart  of  the  town, 
valued  at  thousands  of  dollars,  even  though  land  is  of 
average  cost,  would  make  the  child  appreciate  the  city's 
sacrifice  for  the  sake  of  ministering  in  comfort  and  beauty 
to  its  inhabitants. 

If  he  forms  problems  with  regard  to  a  public  building 
under  construction,  the  architect's  plans,  the  wood,  stone, 
iron  work,  plumbing,  and  decorations,  it  would  make  him 
appreciate  such  a  building  as  he  could  not  otherwise. 

Problems  concerning  the  cost  of  the  steamer  he  saw 
launched,  of  the  cargo  it  would  carry,  and  of  the  amount 
it  would  make  per  season,  would  broaden  and  interest 
him. 

Topical  System. — The  topical  system  in  arithmetic  sig- 
nifies that  when  a  subject  is  considered,  it  is  exhaustively 
treated  and  may  perhaps  not  be  referred  to  again  in  the 
text. 

Extreme  Spiral  System. — The  extreme  spiral  system 
indicates  that  a  subject  is  considered  only  partially  and 
recurs  at  regular  intervals  with  a  slight  review  and  the 
addition  of  new  and  more  difficult  matter,  until  completed. 

Modified  Spiral. — The  modified  spiral  differs  only 
slightly  from  the  extreme  in  that  the  subject  recurs  at 
irregular  instead  of  regular  intervals  until  completed. 

The  Natural  Order  of  Gaining  a  Knowledge  of  Forms 
and  Processes. — The  natural  order  in  which  the  mind 
gains  a  knowledge  of  forms  and  processes  and  uses  them 
in  practical  experience  is: 


102  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

1.  Simple  numbers  or  integers. 

2.  Common  fractions. 

3.  Decimals. 

4.  Percentage. 

5.  Applications  of  percentage. 

The  Storage  Theory. — The  storage  theory  means  to 
teach  the  child  such  subjects  as  stocks  and  bonds  for 
which  he  will  have  no  immediate  use,  in  the  thought  that 
some  day  it  may  be  necessary  for  him  to  know  about  them. 

This  causes  the  child  to  study  subjects  which  are  not 
at  all  within  the  range  of  his  experience,  which  do  not 
interest  him,  which  he  does  not  use  now,  which  there  is 
a  bare  possibility  of  his  using  years  hence  or  which  he 
may  never  use. 

It  is  not  to  be  wondered  at  if  he  seeks  outside  aid  or 
approaches  such  a  subject  in  a  half-hearted,  perfunctory 
manner. 

The  Present  Use  Theory. — The  advocates  of  the  present 
use  theory  urge  the  teaching  of  such  subjects  in  arithmetic 
as  the  pupil  needs  to  comprehend  those  things  with  which 
he  is  brought  in  contact  at  the  present  time. 

It  is  believed  that  if  he  needs  to  use  in  later  life  some 
neglected  phase  of  arithmetic,  he  will  be  able  to  master 
it  with  much  more  concentration  of  mind  and  to  much 
more  purpose  because  there  is  urgent  necessity  to  put  it 
into  immediate  practice. 

It  is  thought  that  the  power  of  concentration  gained 
-*f  rom  the  studies  he  has  pursued  will  enable  him  to  accom- 
plish this.  If  the  pupil  knew  that  in  a  specified  time  he 
would  be  obliged  to  teach  the  very  subject  in  which  he 
had  been  a  pupil,  he  would  bend  his  energies  upon  it  with 
an  entirely  different  spirit  from  what  he  would  if  he 
thought   there   was  simply   a  possibility   of  teaching  it 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  103 

some  indefinite  time  in  the  future.  A  mature  man,  with 
a  family  depending  upon  him,  employed  in  a  lumber  camp, 
was  informed  that  he  could  occupy  a  higher  position  if 
he  had  a  knowledge  of  a  certain  mathematical  subject. 
He  devoted  himself  with  all  the  power  accumulated 
through  years  of  life  and  experience  to  the  study  of  this 
subject,  conquered  it  quickly,  for  he  felt  the  pressing 
need  of  it,  and  assumed  the  higher  position  creditably 
to  himself  and  with  profit  to  his  employers. 

What  Kind  of  Problems  Should  the  Book  Contain?— The 
problems  should  be  such  as  will  develop  and  broaden  the 
child's  mind  and  yet  give  him  sufficient  practice  in  the 
necessary  principles  of  arithmetic. 

Catch  Problems. — There  is  a  notable  absence  of  catch 
problems  in  some  of  the  newer  and  later  texts. 

As  a  rule,  there  is  no  practical  connection  between  prob- 
lems of  such  a  nature  and  the  child 's  life,  and  there  seems 
to  be  no  special  reason  why  he  should  solve  them  except 
that  a  certain  kind  of  exhilaration  comes  from  conquering 
a  difficulty. 

The  Formation  of  Rules. — The  child  himself,  with  the 
necessary  aid  of  the  teacher,  should  formulate  the  rules, 
for  it  teaches  him  to  reason  inductively.  It  is  a  more 
inductive  way  of  teaching  to  so  arrange  the  text  that  the 
rules  are  not  the  prominent  feature  but  are  either  grouped 
at  the  close  or  omitted  altogether. 

Some  of  the  best  authorities  say  that  the  important 
thing  is  that  the  operation  be  performed  correctly,  it 
matters  but  little  whether  the  rule  is  known  or  not. 

Why  No  Rules? — In  the  report  of  the  Committee  of  Ten, 
page  105,  it  reads:  ''So  far  as  possible,  rules  should  be 
derived  inductively  instead  of  being  stated  dogmatically. 
In  this  system  the  rules  will  come  at  the  end,  rather  than 
at  the  beginning  of  a  subject." 


104  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

Colonel  Parker  once  prophesied  that  the  time  would 
come  when  there  would  be  an  arithmetic  containing 
neither  rules  nor  definitions,  and  it  would  seem  as  if  the 
modern  trend  of  thought  was  tending  that  way. 

Why  No  Definitions  in  Some  Arithmetics? — Definitions 
are  not  so  prominent  in  some  of  the  newer  as  in  the  older 
texts,  and  some  contain  no  definitions  whatever. 

White  says:  ''There  should  be  only  a  few  definitions 
and  these  should  be  taught  inductively." 

Should  There  be  a  Set  Form  for  the  Analysis  of  a 
Problem? — Time  was  when  the  teacher  gave  a  set  form 
for  the  analysis  of  a  problem  and  required  the  child  to 
repeat  it  verbatim  et  literatim,  the  class  also  often  reciting 
it  in  concert. 

Today  it  suffices  if  the  child  below  the  fifth  grade  can 
give  in  his  own  words,  an  intelligent  enough  reason  why 
he  did  thus  and  so,  in  order  that  the  teacher  may  be  satis- 
fied that  he  understands  it. 

Beyond  this  grade  the  teacher  may  require  more  accu- 
rate work  in  analysis  if  she  so  chooses. 

The  Solution  of  Problems  Without  Performing  the 
Operations. — Solving  a  problem  without  performing  the 
operation  is  of  great  value  to  the  pupil,  for  when  this 
is  done,  the  hard  work,  namely,  the  planning  of  the  pro- 
cess, which  necessitates  far  greater  brain  power  than 
performing  the  operation,  is  completed. 

What  remains  to  do  is  only  the  mechanical  part  which 
■  even  the  unskilled  can  perform  and  implies  simply  a 
mastery  of  the  fundamental  operations. 

The  indication  of  operations  is  of  aid  to  the  teacher, 
for  it  is  a  good  proof  of  the  pupil's  skill  and  proficiency. 

Should  the  Metric  System  be  Taught? — Certainly  the 
metric  system  should  be  taught,  for  it  is  the  one  employed 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  105 

by  scientists.  If  it  was  used  all  over  the  world  it  would 
simplify  matters,  especially  in  transactions  between 
nations. 

The  pupil  can  comprehend  the  measurement  of  small 
cjuantities  better  by  this  system  than  by  others. 

The  number  ten  which  is  employed  so  frequently  in  the 
metric  system  is  easy  for  the  pupil  to  remember. 

Today  many  physicians  use  this  system  instead  of  the 
apothecaries'  weight  as  formerly. 

The  amount  of  machinery  exported  from  the  United 
States  is  constantly  increasing  and  it  is  demanded  that 
the  metric  system  be  used  in  construction  so  that  those 
who  are  to  identify  themselves  with  this  work  must  under- 
stand this  system. 

Algebra  and  Geometry  in  Arithmetic. — Many  of  the 
new^  and  progressive  texts  contain  chapters  in  algebra  and 
geometry. 

Formerly  when  arithmetic  contained  neither  of  these, 
algebra  and  geometry  seemed  subjects  apart  by  them- 
selves ;  now  the  connection  between  the  three  can  be  made 
much  closer  and  their  inter-relation  can  be  made  manifest 
as  it  could  not  formerly.  The  child  often  endeavored  to 
solve  arithmetical  problems  by  algebra  but  was  restrained 
and  told  to  perform  them  by  arithmetic. 

Some  texts  recognize  this  tendency  and  suggest  that 
algebra  be  used  in  the  operation. 

How  Much  Algebra  and  Geometry  Should  the  Arith- 
metic Include? — It  should  include  some  of  the  simpler 
operations  in  algebra  and  geometry.  These  subjects 
should  be  arranged  logically  so  that  the  pupil  will  see 
clearly  the  connection  between  them  and  arithmetic. 

There  should  be  enough  lessons  provided  for  so  that 
the  pupil  will  be  given  a  start  in  each  and  yet  not  be  led 
beyond  his  depth. 


106  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

Speed  or  Accuracy? — One  of  the  chief  values  of  arith- 
metic is  that  it  teaches  the  pupil  to  be  accurate,  and  it  is 
very  essential  that  he  be  trained  in  this  particular. 

In  fact  it  is  much  more  necessary  that  he  be  accurate 
than  that  he  be  speedy,  for  the  accurate  pupil  will  often 
outstrip  the  speedy  one. 

Accuracy  is  the  necessary  foundation  of  speed,  but  the 
pupil  needs  the  former  first,  last  and  all  the  time. 

Speed  is  also  desirable  and  is  very  essential  in  its  place. 
It  is  said  that  "speed  means  habit"  and  it  is  well  if  the 
pupil  can  be  taught  to  be  quick,  swift  and  speedy. 

If  he  needs  to  acquire  speed  for  some  particular  pur- 
pose he  can  accomplish  this  by  himself,  but  the  teacher 
had  better  devote  most  of  her  energies  toward  teaching 
accuracy. 

Value  of  Estimates  or  Approximates. — Estimates  and 
approximates  have  a  value  of  their  own.  Even  if  one 
cannot  take  the  time  or  does  not  choose  to  work  the 
example  through  and  carry  it  out  to  its  fractional  parts, 
the  estimate  or  approximate  often  gives  as  clear  an  idea 
as  is  necessary  for  the  purpose. 

Should  the  Text  Contain  Answers? — The  principle  and 
not  the  result  should  be  uppermost  in  the  pupiFs  mind. 

A  bright  and  thorough  pupil  works  as  diligently  as  he 
can  without  consulting  the  answer,  because  it  is  a  delight 
to  him  to  perform  an  arithmetical  operation  correctly. 

The  slow  pupil  will  often  hold  the  answer  rather  than 
pie  principle  prominently  in  mind  and  if  the  former  does 
not  come  by  one  process  he  tries  any  means  which  will 
bring  the  result,  utterly  regardless  of  the  principle ;  indeed 
he  often  works  backward  from  the  answer. 

In  ordinary  practice,  perhaps  it  is  better  to  provide  the 
younger  pupils  with  answers  and  require  the  older  and 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  107 

more  independent  workers  to  do  without,  proving  their 
work  to  see  if  it  is  correct. 

When  is  the  Best  Period  for  the  Arithmetic  Recitation? 
— Because  arithmetic  requires  such  mental  effort  the  best 
time  for  the  recitation  is  when  the  mind  is  clearest;  and 
that,  under  ordinary  circumstances,  is  the  first  or  second 
period  in  the  morning.  If  this  time  is  used  for  the  reci- 
tation then  the  study  period  must  necessarily  be  the  last 
thing  the  previous  day  and  the  pupil  should  be  given  a 
few  moments  for  refreshing  his  memory  before  he  recites. 

Why  Has  Such  Stress  Been  Laid  Upon  Arithmetic  in 
the  Past? — Because: 

I.  It  is  practical  and  is  needed  in  all  callings  in  life. 

II.  It  was  believed: 

a.  That  through  this  ''most  ancient  of  all  sciences" 
the  pupil  received  the  greater  part  of  his  mental  dis- 
cipline. 

b.  That  through  the  study  of  mathematics  the  child 
was  taught  to  reason  logically. 

c.  That  evidence  of  greater  brain  power  was  shown  in 
the  mastery  of  arithmetic  than  in  that  of  any  other 
subject. 

III.  Of  sentiment  of  patrons. 

a.  The  average  parent  would  rather  have  his  child 
strong  in  arithmetic  than  in  any  other  subject,  and  desires 
him  to  be  quick  and  accurate  in  the  operation  of  his 
problems. 

b.  The  parent  often  feels  that  if  his  boy  understands 
arithmetic  it  will  enable  him  to  make  his  way  in  the 
world  of  finance  whether  he  comprehends  other  subjects 
or  not. 

IV.  Of  the  Pupil's  Attitude.— a.  The  pupil  likes  to 
feel  the  consciousness  of  his  power  to  overcome  and 
master. 


108  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

b.  If  he  is  grappling  with  a  problem  that  he  recog- 
nizes as  worthy  of  his  mettle,  he  is  not  willing  to  give 
up  until  he  has  conquered. 

c.  After  long  hours  of  struggle  over  a  problem,  a  thrill 
of  triumph  and  exhilaration  comes  when  finally  it  is  com- 
pleted and  the  correct  answer  gained,  such  as  rarely 
ensues  when  studying  other  subjects. 

All  this  the  pupil  thoroughly  enjoys. 

Is  Too  Much  Time  Given  to  Arithmetic? — It  is  the 
opinion  of  some  recognized  thinkers  that  in  the  past  time 
has  been  given  to  arithmetic  entirely  out  of  proportion 
to  that  bestowed  upon  other  subjects. 

It  is  believed  that  the  pupil  would  be  broader  and  more 
cultured  if  he  gave  more  of  his  time  to  such  subjects  as 
literature  and  history,  which  would  make  him  better 
fitted  to  deal  with  men  of  the  world. 

Should  as  Much  Time  be  Devoted  to  Arithmetic  as  to 
Reading? — The  subject  of  reading  is  one  that  is  begun 
when  the  pupil  first  enters  school  and  is  the  one  with 
which  the  individual,  at  all  inclined  to  literary  pursuits, 
has  the  most  to  do  so  long  as  life  lasts. 

The  average  mature  person  beguiles  his  leisure  hours 
with  some  form  of  literature,  not  the  study  of  arithmetic. 

Since  so  much  of  his  life  is  concerned  with  literature, 
why  not  devote  time  enough  to  it  so  that  he  will  under- 
stand it  as  a  pupil  and  enjoy  it  thoroughly  in  after  years? 

Elimination. — There  are  those  who  think  that  the  child 
should  not  waste  his  force  upon  subjects  that  are  rarely 
-•^or  never  used  in  practical  life  and  that  he  might  better 
gain  the  same  ampunt  of  discipline  through  some  study 
that  would  give  him  more  culture  than  arithmetic,  such 
as  literature,  history  or  geography. 

They  believe  that  time  is  actually  wasted  in  problems 
that  are  of  no  real  value  to  the  child's  life. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  109 

Dr.  Wm.  H.  Maxwell,  in  the  Educational  Review,  Vol. 
III.,  would  eliminate  cube-root,  equation  of  payments, 
compound  proportion,  partnership,  exchange,  true  dis- 
count, partial  payments,  bonds  and  stocks,  and  the  greater 
part  of  what  goes  by  the  name  of  mensuration.  He  fur- 
ther states  that  cities  that  now  give  twenty-five  per  cent 
of  the  whole  time  of  school  to  the  teaching  of  arithmetic 
might  with  advantage  cut  that  amount  down  to  at  least 
one-half. 

Dr.  J.  P.  Gordy,  in  his  Broader  Elementary  Education, 
states,  that  ''a  knowledge  of  the  four  fundamental  rules, 
of  simple  and  decimal  fractions,  of  the  simple  applica- 
tions of  percentage,  of  simple  interest  and  discount  with 
a  few  of  the  simple  rules  of  mensuration  will  suffice." 

As  eminent  an  authority  as  D.  E.  Smith,  of  Columbia 
University,  writes  in  his  Outlook  for  Arithmetic  in  Amer- 
ica, that  ''Our  people,  as  a  whole,  no  longer  care  about 
the  greatest  common  divisor,  cube-root,  such  common 
fractions  as  are  not  needed  in  practical  business;  about 
troy  and  apothecaries'  weight,  compound  numbers  beyond 
the  merest  elements,  compound  proportion,  or,  for  that 
matter,  about  simple  proportion,  either. 

Alligation,  duodecimals,  equation  of  payments,  and 
partnership  involving  time,  have  finally  been  relegated 
to  the  arithmetical  museum,  and  the  good  common  sense 
of  our  people  will  demand  that  these  other  inheritances 
follow  them." 

Why  Do  Some  Pupils  Dislike  Arithmetic? — Because: 

I.  It  was  not  so  taught  in  the  beginning  grades  that 
the  child  was  interested  in  it. 

II.  He  was  not  well  grounded  in  the  fundamentals. 

III.  He  does  not  understand  it. 

IV.  He  does  not  know  how  to  read  a  problem  so  as  to 
comprehend  its  requirements. 


110  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

V.  It  is  considered  a  difficult  subject  and  he  does  not 
like  to  work  hard. 

VI.  He  is  not  capable  of  the  concentrated  effort  neces- 
sary to  obtain  the  correct  results. 

VII.  He  is  too  easily  discouraged. 

VIII.  He  has  not  the  gift  of  perseverance. 

IX.  The  text  is  too  difficult. 

X.  The  subject  is  not  connected  with  the  facts  of  his 
life. 

XI.  He  fails  to  see  the  necessity  for  some  topics  in- 
cluded in  the  text. 

XII.  Classmates  are  swifter  in  obtaining  results  and 
he  becomes  discouraged  and  thinks  it  is  useless  to  try. 

XIII.  The  teacher  puts  an  entirely  new  example  on 
the  board  to  be  solved  and  gives  him  no  inkling  of  the 
principle  involved  or  of  the  method  of  performing  it. 

XIV.  He  has  placed  such  reliance  upon  the  assistance 
of  others  that  he  is  not  so  independent  in  his  thinking  as 
he  should  be. 

XV.  The  teacher  does  not  make  clear  explanations. 

How  to  be  Sure  That  the  Pupil  Has  Worked  Inde- 
pendently.— I.  Send  the  pupil  to  the  board  alone  and 
require  him  to  perform  the  problem. 

II.  Call  upon  him  for  an  explanation. 

III.  Demand  his  reasons  for  the  process. 

IV.  Insist  upon  proof  for  the  problem. 

V.  Assign  him  problems  to  perform  on  the  board 
unlike  those  which  he  has  worked  in  the  study  period, 
but  illustrating  the  same  principle. 

In  spite  of  all  this,  he  may  have  understood  the  help 
received  so  well  as  to  conceal  the  fact  that  he  was 
aided  when  studying.  Otherwise  he  would  be  likely  under 
this  probing  process  to  betray  his  lack  of  independence. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  Ill 

Should  Pupils  Work  Problems  Together? — If  pupils  of 
the  same  degree  of  capability  work  problems  together  it 
may  be  beneficial. 

When  they  desire  to  do  this,  however,  it  is  not  usual 
for  both  to  possess  the  same  degree  of  ability. 

The  weaker  one  may  receive  help  from  the  stronger 
and  gain  an  impetus  which  may  inspire  him  to  study 
harder,  but  he  relies  upon  the  former  to  such  an  extent 
that  his  self -activity  is  not  sufficiently  aroused  to  make 
him  self-reliant  and,  if  he  could  but  see  it,  he  is  really 
injuring  himself  and  destroying  his  power  of  originality. 

When  attempting  to  work  the  problem  over  again  by 
himself,  perhaps  he  may  even  be  unable  to  solve  it  or 
give  his  reasons  for  the  process.  He  may  remember  it 
long  enough  to  make  a  creditable  recitation  in  class,  but 
cannot  solve  it  afterwards  because  he  did  not  think  it 
out  for  himself  in  the  first  place. 

When  in  recitation  he  performs  the  problem  in  which 
he  has  been  aided,  he  sometimes  deceives  the  teacher  as 
to  his  understanding  of  it  and  does  not  receive  the  aid 
which  he  needs,  and  which  would  otherwise  be  given  him. 

In  view  of  all  this,  as  a  rule,  it  seems  best  that  pupils 
should  work  independently. 

How  Keep  Pupils  From  Handing  Down  Note-books? — 

To  keep  pupils  from  handing  down  note-books : 

I.  If  possible  provide  work  that  is  new  or  different 
from  that  which  other  classes  have  done  so  that  old  note- 
books will  not  aid  the  pupil. 

II.  Appeal  to  the  owner's  sense  of  honor. 

III.  Appeal  to  the  pupil's  sense  of  honor. 

IV.  Lead  him  to  see  that  if  he  copies,  he  is  his  own 
worst  enemy. 

V.  Train  him  to  desire  to  do  everything  independently 
and  to  resent  aid. 


112  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

VI.  Lead  him  to  see  that  the  independent  thinkers  are 
the  ones  on  whom  others  rely,  and  those  who  really  are 
useful  and  who  accomplish  something  in  the  world. 

Why  Does  the  High  School  Teacher  Have  Trouble  in 
Teaching  Arithmetic? — The  high  school  teacher  of  arith- 
metic is  troubled  because  the  pupil  does  not  take  the 
initiative  but  waits  to  be  led. 

If  arithmetic  were  made  more  of  an  investigating  study 
and  the  pupil  were  forced  to  take  the  initiative  in  the 
lower  grades,  the  high  school  teacher's  task  would  be  less 
difficult. 

The  Business  Man's  Complaint. — The  business  man 
complains  that  the  high  school  graduate's  knowledge  of 
arithmetic  is  lacking  because  the  latter  is  slow  and  inac- 
curate. 

The  business  man  needs  an  expert  in  accuracy  and 
swiftness,  so  that  his  work  may  be  done  satisfactorily,  no 
mistakes  may  be  made  and  his  customers  may  not  be  kept 
waiting  while  a  novice  waits  to  figure  out  with  paper  and 
pencil,  ordinary  computations  that  should  be  made  on  the 
instant  by  the  mind. 

While  it  may  not  be  the  teacher's  province  to  train 
clerks,  yet  drill  in  speed  may  easily  be  given  the  pupil. 

Should  the  Teacher  Use  a  Key? — The  teacher  has  a 
perfect  right  to  obtain  all  the  aids  she  can  command.  It 
is  better,  however,  that  the  pupil  should  not  know  that 
they  are  in  the  teacher's  possession. 

Only  an  able  teacher  can  use  a  key  to  advantage, 
because  when  she  has  digested  the  explanation,  which 
often  is  as  intricate  as  the  problem  itself,  she  must  have 
it  so  well  in  mind  that  she  can  explain  every  detail, 
otherwise  she  may  betray  that  she  has  sought  aid. 

A  key  is  of  aid  in  two  cases: 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  113 

I.  It  may  be  that  the  teacher  is  introducing  a  new  book 
and  is  capable,  but  the  problem  is  difficult  and  would  take 
hours  to  solve,  which  time  she  cannot  spare. 

II.  It  may  be  that  the  teacher  is  unable  to  solve  it 
and  her  reputation  may  be  saved. 


114  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OP  TEXTS 

CHAPTER  XVI. 
QUESTIONS  ON  NUMBER  AND  ARITH3VIETIC 

1.  When  begin  the  study  of  number? 

2.  "Why? 

3.  Why  is  it  not  called  arithmetic? 

4.  What  is  the  difference  between  number  and  arith- 

metic ? 

5.  What  is  meant  by  the  terms  concrete  and  abstract? 

6.  When  does  the  child  come  to  the  abstract  idea  of 

number? 

7.  Should  objects  be  used? 

8.  If  so,  what  objects? 

9.  Should  colored  objects  be  used? 

10.  What  is  the  abacus? 

11.  What  teach  the  child 

First  year? 
Second  year? 
Third  year? 

12.  When  begin  the  use  of  the  text? 

13.  How  teach  the  subject  before  this? 

14.  Should  short  or  long  division  be  taught  first? 

15.  How  should  arithmetical  tables  be  taught? 

16.  What  processes  are  there  in  arithmetic? 

17.  What  is  meant  by  synthesis? 

18.  -What  operations  does  this  include? 

19.  What  is  meant  by  analysis? 

20.  What  operations  does  this  include? 

21.  What  is  meant  by  incidental  teaching  in  arithmetic? 

22.  By  accidental  teaching? 

23.  To  what  grades  do  incidental  and  accidental  teaching 

especially  refer? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  115 

24.  With  what  subjects  may  arithmetic  be  correlated,  if 

taught  incidentally? 

25.  What  is  the  educational  value  of  arithmetic? 

26.  In  actual  life  why  do  we  need  arithmetic? 

27.  A  thorough  understanding  of  what  studies  is  depend- 

ent upon  arithmetic? 

28.  May  pupils  gain  '^ culture  value"  from  arithmetic? 

29.  Does  the  study  of  arithmetic  teach  the  child  to  reason 

only  along  mathematical  lines? 

30.  Why  might  arithmetic  be  called  a  form  study? 

31.  Which  should  we  instill  into  pupils,  what  arithmetic 

is,  or  what  it  will  do  ? 

32.  Should  the  object  of  arithmetic  in  the  child's  mind 

be  a  knowledge  of  the  process  involved  or  a  knowl- 
edge of  the  facts  which  may  be  gained  by  means 
of  the  process? 

33.  What  would  you  call  the  child's  need  in  arithmetic? 

34.  When  should  such  a  subject  as  addition  or  interest 

be  considered  finished,  when  the  pupil  knows  the 
facts,  or  has  mastered  the  processes? 

35.  How  might  arithmetic  be  made  more  of  a  thought 

study  ? 

36.  Of  what  value  to  the  child  is  it  to  first  solve  prob- 

lems by  indicating  a  number  of  operations  by  the 
proper  signs  and  then  to  perform  the  operations 
indicated  afterwards? 

37.  Should  the  child  be  stimulated  to  further  investi- 

gation ? 

38.  What  are  some  good  texts  in  arithmetic? 

39.  What  is  the  topical  system  in  arithmetic? 

40.  What  is  the  extreme  spiral? 

41.  What  is  the  modified  spiral? 

42.  What  is  the  natural  order  in  which  the  mind  gains  a 

knowledge  of  forms  and  processes? 


116  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

43.  What  is  meant  by  the  storage  theory? 

44.  What  are  the  advantages  of  this  theory? 

45.  The  disadvantages? 

46.  What  is  meant  by  the  present  use  theory? 

47.  What  are  its  advantages? 

48.  W^hat  its  disadvantages? 

49.  What  kind  of  problems  should  the  book  contain? 

50.  Should  the  text  contain  catch  problems? 

51.  Who  should  formulate  the  rules? 

52.  Why  are  there  no  rules  in  some  texts? 

53.  Who   should   formulate  the   definitions? 

54.  Why  are  there  no  definitions  in  some  arithmetics? 

55.  Should  there  be  a  set  form  for  the  analysis  of  a 

problem? 

56.  How  often  should  reviews  be  given? 

57.  Of  what  value  is  it  in  review  to  require  pupils  to 

write  rapidly  the  solution  of  several  problems  with- 
out stopping  to  perform  the  operations? 

58.  Should  the  metric  system  be  taught? 

59.  Why? 

60.  Should  arithmetic  include  algebra? 

61.  Why? 

62.  Should  it  include  geometry  ? 

63.  Why? 

64.  How  much  of  each? 

65.  Should  the  pupil  be  allowed  to  solve  arithmetical 

problems  by  algebra? 

66.  Should  the  teacher  strive  for  speed  or  accuracy? 

67.  What  value  hiave  estimates  or  approximates? 

68.  What  short  methods  are  deemed  practical? 

69.  Should  the  text  contain  answers? 

70.  What  are  the  difficult  subjects  in  the  study  of  arith- 

metic? 

71.  What  mathematical  subjects  succeed  arithmetic? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  11? 

72.  What  is  the  best  period  for  the  arithmetic  recitation? 

73.  Should  arithmetic  be  made  the  basis  of  promotion? 

74.  Was    the    teacher    justified,  who    promoted    pupils 

working  correctly  over  fifty  problems? 

75.  Why  has  such  stress  been  laid  upon  arithmetic  in  the 

past? 

76.  Is  too  much  time  given  to  it? 

77.  Should  as  much  time  be  given  to  arithmetic  as  to 

reading? 

78.  Should  any  subjects  be  eliminated  from  arithmetic? 

79.  Why? 

80.  If  so,  what  ones? 

81.  Why  do  some  children  dislike  arithmetic? 

82.  Can  a  child  be  "born  short"  in  arithmetic? 

83.  How  be  sure  the  child  has  worked  independently? 

84.  Should  pupils  be  allowed  to  work  problems  together  ? 

85.  Why? 

86.  In  what  ways  do  pupils  cheat  when  working  prob- 

lems at  the  recitation  seats? 

87.  How  may  the  work  be  so  planned  that  this  will  be 

impossible  ? 

88.  In  what  ways  is  cheating  conducted  when  problems 

are  worked  upon  the  blackboard? 

89.  How  may  the  teacher  plan  the  board  work  so  that 

deception  can  be  detected? 

90.  What  materials  should  be  employed  in  written  work 

at  the  seat?     Why? 

91.  How  keep  pupils  from  "handing  down"  note-books? 

92.  Should  note-books  be  destroyed? 

93.  Why  is  it  difficult  to  teach  the  child  fractions? 

94.  Should  the  child  be  taught  to  invert  the  fraction 

or  simply  to  imagine  the  inversion? 

95.  Is  the  student  who  is  strong  in  arithmetic,  also 

strong  in  other  lines  of  work? 


118  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

96.  Does  the  specialist  in  mathematics  possess  the  quali- 

ties of  honesty,  uprightness  and  truthfulness? 

97.  Should  drills  in  arithmetic  be  given  during  opening 

exercises  ? 

98.  In  what  grade  should  the  study  of  arithmetic  cease  ? 

99.  Should  there  be  a  final  review  of  arithmetic  in  the 
high  school  ? 

100.  Why? 

101.  Why  does  the  high  school  teacher  have  trouble  in 
teaching  arithmetic? 

102.  What  complaints  do  business  men  make  when  dis- 

cussing the  high  school  graduate's  knowledge  of 
arithmetic  ? 

103.  How  may  arithmetical  records  be  kept? 

104.  If  the  complete  mastery  of  the  problems  of  a  new 
text  is  not  possible  before  beginning  to  teach  the 
subject,  what  should  the  teacher  do? 

105.  If  after  every  effort  has  been  exhausted  to  work  a 
problem,  the  teacher  still  fails  to  obtain  the  correct 
answer,  what  should  be  done? 

106.  Should  the  teacher  have  a  key? 

107.  Prom  what  nation  did  we  get  some  of  our  subjects 

in  arithmetic? 

108.  What  books  treat  of  the  history  of  arithmetic? 

109.  What  mathematical  periodicals  are  helpful  in  this 
subject? 

110.  What  are  good  devices  in  arithmetic? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  119 


CHAPTER  XVII. 

OUTLINE  FOR  THE  STUDY  OP  TEXTS  IN 
ARITHMETIC. 

V.  Preface. 

a.  '  Number  of  pages? 

b.  Comparative  length? 

c.  Main  heads? 

d.  Are  they  definitely  brought  out? 

e.  Comprehensive  ? 

f.  Does  it  contain  only  essentials? 

g.  Does  it  contain  unnecessary  details? 

h.     Does  it  state  reasons  why  arithmetic  is  taught? 
i.     Does  it  state  the  ends  to  be  accomplished  by  the 

book? 
j.      Does  it  contain  names  of  critics? 

VI.  Introduction. 

a.  Comparative  length? 

b.  Acknowledgment  of  aid? 

c.  Names  of  critics? 

VII.  Contents. 

a.  Comparative  length? 

b.  Divided  into  parts? 

c.  Logical? 

d.  Are  subjects  grouped? 

e.  Found  in  different  parts  of  book? 

f .  Indexed  ? 

VIII.  Suggestions  to  teachers. 

a.  Comparative  number? 

b.  Sufficient  number? 

c.  Helpful? 

d.  Where  found? 


120  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

1.  At  bottom  of  page  ? 

2.  Interspersed  through  text? 
IX.    Material. 

1.  Arrangement? 

a.  Logical  ? 

b.  Illogical? 

c.  Topical  system? 

1.  Is  there  a  sequence  of  topics? 

2.  Does  it  embody  mathematical  principles  in 

interesting  and  instructive  groups? 

3.  Is  there  an  exhaustive  treatment  of  each 

subject  whenever  it  is  under  discussion? 

d.  Extreme  spiral? 

e.  Modified  spiral? 

2.  Inductive? 

3.  Deductive? 

4.  Attractive  ? 

5.  Repellent? 

6.  Baldly  mechanical? 

7.  Based  on  a  rational  psychological  method? 

8.  Practical? 

9.  Addressed  to  understanding? 

10.  Addressed  to  memory? 

11.  Does  it  represent  real  or  artificial  conditions? 

12.  Drawn    from    industrial    sources    and    every-day 

affairs  ? 

13.  Does  it  relate  to  matters  with  which  pupils*  experi- 

ence in  and  out  of  school  have  familiarized  him? 

14.  Does  it  open  to  the  pupil  a  wide  range  and  variety 

of  uses  for  elementary  mathematics  in  commercial 
affairs  ? 

15.  Does  it  follow  the  storage  theory? 

16.  What  subjects  found  in  the  old  arithmetics  are 
omitted? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  121 

17.  Is  arithmetic  correlated  with  other  subjects? 

18.  Does  it  secure  clearness,  precision  and  certainty  of 

thought? 

19.  Is  it  difficult? 

20.  Too  difficult? 

21.  Not  sufficiently  difficult? 

22.  Is  it  suited  to  the  particular  stage  of  the  pupil's 

development  ? 
K.     Problems. 

a.  Industrial  ? 

b.  Business  (in  commerce)  ? 

c.  On  locomotive  engine? 

d.  Agricultural  ? 

e.  In  farm  account  keeping? 

f .  Geographical  ? 

g.  In  manual  training? 
h.     In  nature  study? 

i.      In  physical  measurements? 

j.     Do    they    call    for    actual    measurements    b> 

pupils  ? 
k.     Does  text  require  pupil  to  make  standards  of 

measure  ? 
1.      Are  there  suggestions  for  original  problems? 
m.    Examination  ? 

1.  How  many? 

2.  From  what  cities? 

n.     Are  the  data  correct  and  consistent? 

o.     Do  they  touch  the  actual  life  of  this  country  at 

this  time  ? 
p.     Tiresome  inheritance  of  the  past? 
q.     Are  they  suited  to  the  pupil's  thought  power? 
r.     Are  they  conducive  to  mental  discipline? 
s.     Oral 

a.     Comparative  number? 


122  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OP  TEXTS 

b.  How  often  found? 

c.  Where  found? 
t.     Written 

a.  Comparative  number? 

b.  How  often  found  ? 

c.  Where  found? 
u.     Miscellaneous 

a.  Number  of  pages? 

b.  Where  found? 

c.  Adequate  ? 
V.     Sight 

a.  Comparative  number? 

b.  How  often  found? 
w.    Catch 

a.  Comparative  number? 

b.  Absence  of? 

XI.  Division  into  lessons. 

a.  Well  divided? 

b.  Poorly  divided? 

XII.  Grading  of  lessons. 

a.  Well  graded? 

b.  Poorly  graded  ? 

XIII.  Definitions. 

a.  Comparative  number? 

b.  How  reached 
Inductively  ? 

,-  Deductively  ? 

c.  Clear? 

d.  Lengthy? 

e.  Concisely  worded? 

f.  Printed  in  italics? 

g.  Principal  words  in  italics? 

h.     Principal  words  in  blacker  type  ? 


AND  AIDS  IN  ELEMENTARY  IN  STRUCTION.  123 

i.      Synopsis  of? 

1.     Number  of  pages? 

XIV.  Rules. 

a.  Comparative  number? 

b.  Absence  of? 

c.  How  developed 

Inductively  ? 
Deductively? 

d.  Concisely  worded? 

e.  After  development  are  they  grouped? 

f.  Where  found 

1.  In  blacker  type? 

2.  In  italicized  print? 

XV.  Explanations. 

a.  Comparative  number? 

b.  Brief? 

c.  Lengthy? 

d.  Clear? 

e.  Confusing  ? 

f .  Adequate  ? 

XVI.  Cautions. 

a.  Comparative  number? 

b.  Where  found? 

XVII.  Tables. 

a.  What  ones? 

b.  How  developed? 
Inductively  ? 
Deductively? 

c.  Where  found 

1.  Scattered  through  book? 

2.  Massed  at  back  of  book? 

XVIII.  Questions. 

a.  Comparative  number? 

b.  Testing? 


124  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

c.  Provocative  of  thought? 

d.  Logical  sequence? 

e.  Where  found? 

XIX.  Reviews. 

a.  Frequent  ? 

b.  Few? 

c.  How  often  found? 

d.  Contain  important  features? 

e.  Contain  non-important  details? 

f.  Material  presented  as  in  previous  lessons? 

g.  New  view  of  an  old  subject? 

h.    Problems  in  Addition,  Subtraction,  Multiplica- 
tion and  Division  found  on  one  page  ? 

XX.  Summaries. 

a.  Frequent  ? 

b.  Few? 

c.  Contain  essentials? 

d.  Non-essentials  ? 

XXI.  Drills. 

a.  Comparative  number? 

b.  Upon  essential  subjects? 

c.  Non-essential  subjects? 

XXII.  Algebra. 

a.  How  many  pages  devoted  to  this  subject? 

b.  What  topics  are  considered? 

c.  Are  the  rudiments  well  covered? 
^           d.     Is  it  correlated  with  arithmetic? 

XXIII.  Geometry. 

a.  Concrete  ? 

b.  Abstract  ? 

c.  Are  the  rudiments  well  covered? 

d.  Do  problems  call  for  actual  measurements  with 
instruments  by  the  children? 


AND  AIDS  IN  ELEMENTARY    INSTRUCTION.  125 

e.  Introduced  only  as  it  applies  to  mensuration? 

f .  Plenty  of  constructive  work  ? 

XXIV.  Suggestions  to  pupils. 

a.  Comparative  number? 

b.  Helpful? 

c.  Practical  ? 

d.  Where  found? 

XXV.  Illustrations. 

a.  What  is  the  list  of  illustrations  ? 

b.  What  are  the  subjects? 

c.  Number  ? 

d.  Of  modern  life? 

e.  Do  they  aid  in  the  understanding  of  number 

relations  ? 

f.  Are  they  helpful  in  suggesting  material  for  the 
pupil  to  use? 

g.  Do  they    render    more    interesting  a  ad  real, 
groups  of  problems? 

XXVI.  Short  methods. 

a.  Number  of  pages? 

b.  Number  of  methods? 

c.  What  are  presented? 

d.  Are  they  practical? 

XXVII.  Answers 

a.  Comparative  number? 

b.  Number  of  pages? 

c.  Where  found? 

d.  Is  the  key  published? 

XXVIII.  General  review  of  arithmetic. 

a.  Number  of  pages? 

b.  What  subjects  are  presented? 

c.  Essential  subjects? 

d.  Non-essential  subjects? 


126  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 


XXIX.    Approximations. 

a.  Comparative  number? 

b.  In  connection  with  what  subjects  found? 


XXX.    Metric  system. 

a. 

How  many  pages  devoted  to  it? 

b. 

Is  treatment  sufficiently  full  ? 

XXXI. 

Accuracy. 

a. 

In  material  of  text? 

b. 

In  figures? 

c. 

Of  statements  in  problems? 

d. 

Of  answers? 

XXXII. 

Inaccuracies. 

a. 

Comparative  number? 

b. 

Does  author  invite  correction  of? 

XXXIII. 

Supplementary  work. 

a. 

Of  what  nature? 

b. 

Adequate  ? 

c. 

Where  found? 

XXXIV. 

Size  of  print. 

a. 

Large  ? 

b. 

Small? 

c. 

Difference  in  type? 

XXXV. 

Appendix. 

a. 

Contents  ? 

b. 

Number  of  pages? 

c. 

Unusual  features? 

XXXVI. 

Index. 

a. 

Number  of  pages? 

b. 

Alphabetically  arranged  ? 

XXXVII 

For  what  age? 

XXXVIII.     For  what  grade? 

XXXIX. 

Favorable  criticisms? 

AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  127 

XL.  Unfavorable  criticisms? 

XLI.  Unusual  features  of  book? 

XLII.  Problems  before  the  teacher? 

XLIII.  Psychological  aspect  of  Arithmetic  ? 


128  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 


CHAPTER  XVIII. 

REVIEW  QUESTIONS  ON  THE  TEXTS  OF  ARITH- 
METICS EXAMINED. 

1.  Which  has  the  longest  preface? 

2.  AVhich  the  shortest? 

3.  Which  states  four  aims  which  it  hopes  to  accomplish? 

4.  Which  would  serve  as  a  good  chapter  on  arithmetic 

for  the  methods  recitation? 

5.  Which  is  founded  on  a  rational  psychology? 

6.  Which  strives  to  present  a  pedagogical  development 

of  elementary  mathematics? 

7.  Which  strives  to  preserve  continuity  throughout  the 

book? 

8.  Which  states  three  steps  that  are  to  be  observed  in 

teaching  number? 

9.  Which  favor  object  teaching? 

10.  W^hich  authors  ask  to  have  errors  pointed  out  to 

them? 

11.  Which  acknowledge  aid? 

12.  Which  contains  the  best  preface? 

13.  Which  books  contain  an  introduction  or  review  of 

previous  work? 

14.  Which  has  an  introduction  designed  to  form  a  transi- 

tion from  vacation  experiences  to  the  severe  study 
of  formal  processes? 

15.  Which  has  the  best  table  of  contents? 

16.  Which  recognize  a  general  demand  for  abridgment 

of  topics? 

17.  Which  contains  notable  omissions? 

18.  Which  try  to  exclude  irrelevant  matter? 

19.  Which  do  not  contain  longitude  and  time? 

20.  Which  conform  to  the  storage  theory? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  129 

21.  Which  to  the  present  use? 

22.  Which  states  at  the  beginning  of  each  chapter  the 

general  plan  and  then  proceeds  to  go  into  details  ? 

23.  Which  repeats  important  chapters? 

24.  In  which  are  suggestions  to  teachers  found? 

25.  Which  has  the  best? 

26.  Which  has  the  most  logical  arrangement? 

27.  Which  typify  the  topical  system? 

28.  Which  the  extreme  spiral? 

29.  Which  the  modified  spiral? 

30.  Which  are  inductive  ? 

31.  Which  deductive? 

32.  Which  is  addressed  to  the  understanding  rather  than 

the  memory? 

33.  Which  correlates  arithmetic  with  other  subjects? 

34.  Which  strive  to  deal  especially  with  problems  con- 

nected with  the  actual  life  of  the  child  today? 

35.  Which  are  too  difficult? 

36.  Which  not  sufficiently  difficult? 

37.  Which  contains  problems  based  on  geography? 

38.  On  history? 

39.  On  manual  training? 

40.  On  nature  study? 

41.  On  physical  measurement? 

42.  On  the  time  book  of  a  small  manufactory? 

43.  On  some  of  our  great  railways? 

44.  On  distances  from  Chicago  to  fourteen  railroad  cen- 

ters of  the  United  States? 

45.  On  the  army  and  navy? 

46.  On  some  of  the  large  buildings  of  the  world? 

47.  On  our  iron  mines? 

48.  On  the  thermometer? 

49.  On  the  barometer? 

50.  Involving  the  expenses  of  the  home? 


130  A- GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

51.  On   the   skiameter? 

52.  On  school  statistics  for  thirty  of  the  largest  cities  of 

the  United  States? 

53.  On  Brooklyn's  assessments  and  taxes  for  ten  years? 

54.  On  United  States  government  lands? 

55.  What  book  emphasizes  commercial  relations? 

56.  Which    treats    of    problems    in  which  our  country 

excels  others? 

57.  In  which  others  excel  us? 

58.  Which  call  for  actual  measurements  by  pupils? 

59.  Which  calls  for  estimation  of  magnitudes  by  pupils? 

60.  Which  contain  data  for  original  problems? 

61.  In  which  are  puzzling  problems  found? 

62.  Which  book  contains  curious  comparisons? 

63.  Which  do  not  contain  catch  problems? 

64.  Which  mention  that  care  has  been  exercised  to  make 

the  data  of  problems  correct? 

65.  In  which  are  the  lessons  well  divided? 

66.  Poorly  divided? 

67.  In  which  is  there  no  division  into  lessons  made? 

68.  In  which  are  the  lessons  well  graded? 

69.  Poorly  graded? 

70.  Which   contain  definitions? 

71.  Which  contain  practically  no   definitions? 

72.  Which  have  definitions  massed  at  end  of  text? 

73.  Which   contain   a  prophecy  made   by   Col.   Francis 

Parker  with  regard  to  arithmetic? 

74.  Which  have  rules? 

75.  Which  have  rules  at  end  of  text? 

76.  Which  contain  practically  no  rules? 

77.  Which  has  the  clearest  explanations? 

78.  Which  contain  cautions? 

79.  In  which  are  tables  grouped  in  the  back  of  the  book? 

80.  Which  has  many  questions? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  131 

81.  Few   questions? 

82.  Which  has  the  best  reviews  ? 

83.  Which  has  a  general  review  of  arithmetic? 

84.  Which  contain  examination  questions  gathered  from 
different  cities  and  sources? 

85.  Which  has  the  best  test  questions? 

86.  Which  emphasize  thoroughness? 

87.  Which  gives  exercises  for  drill  in  speed? 

88.  Which  emphasizes  rapidity? 

89.  Which  strive  to   overcome   complaints  of  business 
men  and  high  school  teachers  by  plenty  of  drill  ? 

90.  Which  strive  to  train  rapid  computers? 

91.  Which  contain  algebra? 

92.  Which  use  the  equation  in  the  solution  of  arithmet- 

ical problems? 

93.  In  which  is  algebra  treated  as  a  chapter  by  itself? 

94.  In  which  is  it  connected  with  arithmetic   almost 
throughout  the  text? 

95.  In  which  is  the  best  work  on  algebra  found? 

96.  Which  contain  geometry? 

97.  Which  contains  the  best  work  on  geometry? 

98.  Which  gives  work  in  geometrical  drawing? 

99.  Which  has  the  best  suggestions  to  pupils? 

100.  Which   believes   that   pictures   aid   in   the   under- 
standing of  certain  number  relations? 

101.  Which  contains  illustrations  not  usually  found  in 

an  arithmetic? 

102.  Which  contains  colored  illustrations? 

103.  Which  treats  of  the  four  fundamental  operations 

whenever  a  new  topic  is  considered? 

104.  Which  contains  supplementary  work? 

105.  AVhich  contains  a  supplement? 

106.  Which  has  the  best  appendix? 

107.  Which  contain  short  methods? 


132  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

108.  Which  contain  work  on  approximations? 

109.  Which  treat  of  the  metric  system? 

110.  Which  contains  the  best  work  on  the  metric  system? 

111.  In  which  is  the  greatest  common  divisor  called  the 

greatest  common  measure? 

112.  Which  contains  a  table  of  exports? 

113.  Which  has  the  best  index? 

114.  Which  have  answers? 

115.  Which  have  a  key? 

116.  In  which  is  a  protractor  found? 

117.  Which  text  do  you  like  best? 

118.  Which  least? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  133 


CHAPTER  XIX. 

PROBLEMS  WHICH  OONFUONT  THE  TEACHER  IN 
TEACHING  ARITHMETIC. 

1.  To  lead  the  pupil  to  see  in  all  ways  that  there  is  a 

vital  connection  between  arithmetic  and  the  facts 
of  life. 

2.  To  present  the  subject  so  as  to  awaken  a  pleasant 

feeling  towards   it. 

3.  To  help  the  pupil  to  enjoy  arithmetic. 

4.  To  discover  if  the  pupil  has  been  well  grounded  in 

preceding  grades? 

5.  To  strengthen  his  previous  work,  providing  he  has 

not  been  thoroughly  taught. 

6.  To  be  able  to  explain  clearly  the  difficult  points  in 

the  subject. 

7.  To  make  the  explanations  so  clear  and  simple  that 

the  pupil  cannot  fail  to  understand  them. 

8.  To  present  a  new  subject  so  clearly  that  one  explana- 

tion will  suffice  to  give  a  thorough  understanding 
of  it. 

9.  To  be  ready  with  several  ways  of  making  an  explan- 

ation clear,  in  case  the  pupil  does  not  understand 
the  first  one  presented. 

10.  To  see  that  the  pupil  and  not  the  teacher  does  the 

work  of  the  recitation. 

11.  To  see  that  the  pupil  grasps  fully  a  subject  presented 

only  partially,  as  in  the  spiral  system,  before  he 
advances  to  another  topic. 

12.  To  cultivate  in  him  the  logical  spirit. 


134  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

13.  To  teach  him  to  explain  his  processes  clearly  and 

concisely. 

14.  To  lead  him  to  analyze  his  own  problems. 

15.  To  incite  him  to  the  highest  degree  of  self-activity. 

16.  To  teach  him  to  formulate  definitions. 

17.  To  lead  him  to  formulate  rules. 

18.  To  lead  him  to  see  in  how  many  different  waj^s  prob- 

lems may  be  worked  correctly. 

19.  To  incite  him  to  work  original  problems. 

20.  To  lead  him  so  far  as  possible  to  build  up  tables  of 

measurement  for  himself. 

21.  To    encourage   him   to   bring   to   class   arithmetical 

problems,  found  outside  of  texts,  that  come  within 
the  range  of  his  interests. 

22.  To  incite  him  to  further  investigation. 

23.  To  obtain  the  best  written  work  from  him  both  on 

paper  and  blackboard. 

24.  To  cultivate  in  him  the  power  of  concentration. 

25.  Since  such  concentration  of  mind  is  needed  on  the 

part  of  the  class,  how  to  keep  them  in  good  humor 
by  touches  of  harmless  mirth. 

26.  To  cultivate  in  the  pupil  a  desire  for  accuracy. 

27.  To  drill  him  so  that  he  will  not  be  slow  and  inaccu- 

rate in  ordinary  computations. 

28.  To  teach  him  to  be  thorough. 

29.  To  teach  him  to  depend  upon  himself  when  working 

his  problems. 

30.  To  detect  whether  he  has  worked  independently. 

31.  To  detect  cheating. 

32.  To  discover  if  the  pupil  is  simply  copying  another's 

work  or  if  he  really  understands  the  reasons  for 
what  he  does. 

33.  To   provide   sufficient   material   to   keep   the   bright 

pupil  fully  employed  during  the  study  period  and 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  135 

yet  not  of  such  a  nature  as  to  advance  him  too 
far  beyond  the  class. 

34.  To  correlate  Algebra  and  Geometry  with  Arithmetic. 

35.  How  to  assign  lessons  in  the  most  helpful  way. 

36.  To  what  degree  to  aid  the  pupil  in  the  preparation 

of  the  lesson  and  to  what  extent  to  leave  him  to 
depend  upon  himself. 

37.  How  much  work  to  give  him  in  a  stated  period. 

38.  How  much  time  to  spend  upon  arithmetic  in  com- 

parison with  other  subjects, 

39.  To  decide  what  subjects,  if  any,  to  eliminate  from 

arithmetic. 

40.  To  provide  plenty  of  material  outside  of  the  text 

for  supplemental  work  and  drills. 

41.  To  provide  against  monotony. 

42.  How  much  to  review. 

43.  How  much  drill  to  give. 

44.  To  decide  to  what  degree  to  use  objects. 

45.  How  to  keep  the  class  together  in  its  work. 

46.  To  see  that  the  teacher  himself  does  not  suffer  pro- 

fessional isolation. 


PART  IV.  GEOGRAPHY, 


CHAPTER  XX. 

GEOGRAPHY. 

Educational  Value  of  Geography. — The  true  study  of 
geography  is  so  far-reaching  in  its  scope  that  it  cannot 
fail  to  render  the  child  broader  minded  and  more  intelli- 
gent, because: 

I.  It  makes  the  child  the  central  thought  and  teaches 
him  his  personal  relations  to  the  earth  and  its  surface. 

II.  It  teaches  him  how  his  habits  differ  from  those 
of  his  European  brothers  and  from  what  these  differences 
result. 

III.  It  makes  him  appreciate  more  fully,  and  feel  more 
at  home  in,  his  own  environment. 

If  he  studies  thoroughly  his  own  home  geography,  then 
travels  and  observes  that  of  another  region,  he  can  inter- 
pret far  more  intelligently  his  home  surroundings. 

IV.  It  enables  him  to  understand  foreign  countries 
better  because  he  comprehends  his  immediate  environ- 
ment. 

V.  It  teaches  him  to  read  intelligently  periodicals, 
whether  newspapers  or  magazines,  books  of  travel  or 
those  in  which  there  are  geographical  references. 

VI.  To  listen  intelligently  to  lectures. 

VII.  To  understand  better  current  events  that  are 
transpiring  in  other  parts  of  the  world. 

VIII.  To  interpret  art  more  intelligently. 

IX.  To  interpret  music  more  intelligently. 


138  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

X.  To  follow  friends  in  their  journeys. 

XI.  To  cultivate  his  power  of  imaging  clearly  and  also 
his  constructive  imagination. 

The  mountains  or  the  sea  can  only  become  real  to  the 
child  as  he  uses  his  apperceptive  faculties. 

Colonel  Parker  said ;  "A  clear  image  of  one  part  of  the 
world  intensifies  an  interest  in  all  that  happens  there.'' 

XII.  To  cultivate  his  perceptive  faculties  because  of 
the  field  work  he  should  do. 

XIII.  To  develop  in  reasoning  power. 

The  pupil  used  to  be  taught  to  remember  that  a  city 
occupied  a  certain  place  on  the  map.  Now  he  is  shown 
the  reason  why  a  city  has  developed  at  such  a  point  or 
why  an  industry  has  localized  at  a  certain  place.  For 
example,  cities  have  been  established  at  Raleigh,  Colum- 
bia and  Macon,  because : 

1.  They  are  at  the  head  of  navigation. 

2.  The  fall  line  furnishes  the  water  power. 

3.  They  form  a  trading  post  between  two  industries. 

XIV.  To  reason  inductively. 

XV.  As  he  reasons  from  cause  to  effect  and  from  effect 
to  cause,  he  learns  to  exercise  the  "theorizing  activity" 
which  Dr.  Gordy  considers  so  valuable  in  the  study  of 
history. 

XVI.  It  must  develop  in  the  child  a  certain  sympathy 
with  a  people  who  are  laboring  under  geographical  disad- 
vantages, e.  g.,  with  the  Kentucky  mountaineers. 

.  This  country  is  so  cut  up  and  dissected  by  streams  that 
one  man  has  only  a  small  tract  of  land  to  cultivate,  and 
he  is  separated  from  his  neighbors  and  from  practically 
all  contact  with  civilization. 

Mill  says,  that  it  is  the  best  example  to  be  found  of  the 
geographic  control  of  a  people. 

In  direct  contrast  to  this  is  the  man  who  settles  in  the 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  139 

Blue  Grass  region  of  this  same  state  and  makes  his  for- 
tune. 

The  following  story  is  told  of  two  brothers  who  moved 
into  this  state.  One  settled  in  the  Blue  Grass  region  and 
his  sons  and  daughters  are  among  the  highly  educated 
people  of  this  commonwealth.  The  other  settled  in  the 
plateau  and  his  children  are  poor  and  uneducated. 

XVn.  It  gives  the  child  the  key  to  the  degrading  and 
elevating  influences  of  the  structural  and  climatic  environ- 
ment. 

Until  the  bearing  of  climate  and  its  effect  on  the 
people  of  the  torrid  zone  is  understood,  we  have  no  right 
to  judge  their  morality,  because,  under  the  existing  con- 
ditions, it  is  impossible  for  them  to  live  up  to  our 
standards. 

XVIII.  It  teaches  the  child  his  dependence  upon  his 
fellow  beings  for  food,  clothing  and  the  utensils  demanded 
by  his  life.  A  certain  Boston  school  requires  one  or  more 
pupils  to  board  nearly  every  ship  arriving  at  that  city 
from  a  foreign  port,  in  order  to  learn  the  character  of  its 
cargo. 

XIX.  It  prepares  the  child  to  travel  intelligently. 

It  is  a  trite  saying  that  a  year  of  travel  is  worth  a  year 
of  school  work.  In  some  of  the  most  progressive  Euro- 
pean schools  the  teacher  travels  with  a  limited  number 
of  pupils  and  teaches  them  en  route. 

A  teacher  in  the  Duluth  schools  took  an  imaginary 
ocean  trip  with  her  pupils,  and  some  highly  educated 
parents,  whose  children  cam'e  under  this  teacher's  instruc- 
tion, unhesitatingly  testified  that  their  sons  and  daughters 
were  prepared  to  visit  foreign  lands  more  intelligently 
than  they  themselves,  because  of  study  under  her  super- 
vision. 

XX.  It  shows  the  child    how    the    human  mind  has 


140  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OP  TEXTS 

triumphed  over  the  obstacles  of  nature  and  even  over 
the  limitations  of  climate  and  soil. 

For  example,  the  irrigation  processes  carried  on  in 
the  West. 

The  Pennsylvania  railroad  tunneling  through  the  moun- 
tains of  that  state. 

XXI.  It  teaches  the  child  the  value  of  knowing  well 
a  few  good  types  as  a  foundation  for  future  study. 

XXII.  It  helps  the  child  to  interpret  with  more 
breadth  of  meaning  the  study  of  history. 

Excursions. 

I.     Excursions  teach  the  child : 

1.  To  observe. 

It  is  said  that  no  other  power  enters  more  vitally  into 
the  child's  ultimate  success  than  that  of  being  able  to 
observe  accurately. 

2.  To  study  objects  rather  than  books. 

3.  To  see  and  reason  logically. 

4.  To  describe  graphically. 

5.  To  be  self-reliant  in  full  and  clear  expression. 

II.  Excursions  help  the  teacher: 

1.  By  broadening  her  knowledge  of  practical  affairs. 

2.  By  bringing  her  into  closer  touch  with  the  child  and 
thus  giving  her  a  better  opportunity  to  note  his  individ- 
ualities. 

III.  Teacher's  preparation: 

The  teacher  should  visit  the  place  first  in  order  to 
understand  it  thoroughly  herself,  to  decide  wisely  what 
will  interest  and  instruct  the  child  and  prepare  questions 
to  ask  him. 

An  excursion  is  difficult  to  manage  and  unless  clear 
instructions  are  given  the  class  before  it  starts,  haphazard 
results  may  be  expected  from  the  recitation. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  141 

The  child  should  be  told  definitely  just  what  he  is 
expected  to  observe.  Groups  of  two  or  three  may  be 
given  a  special  topic  to  report  upon. 

During  one  summer  session  at  Chicago  Institute,  each 
member  of  the  excursion  was  given  a  mimeographed  copy 
of  questions  to  be  answered  when  the  class  reassembled. 

The  teacher  may  invite  her  friends  or  appoint  a  few  of 
the  more  reliable  pupils  to  assist  her  in  any  necessary 
discipline. 

IV.  What  pupils  need  for  the  excursion: 

It  is  best  to  take  as  little  extra  baggage  as  possible. 

Note-book  and  pencil. 

Knapsack  and  hammer. 

A  lunch  if  the  excursion  is  a  long  one  and  food  is  not 
easily  obtained  for  a  large  number. 

A  kodak,  if  the  pupil  chooses. 

Clothing  suitable  for  a  long,  hard  tramp. 

Shoes  that  are  easy  to  the  feet,  and  short  skirts  for 
the  women. 

Great  care  should  be  taken  to  prevent  accident,  and  if 
a  place  is  visited  which  is  at  all  dangerous  it  is  best  to 
take  only  a  few  of  the  younger  pupils  at  a  time. 

V.  Where  take  excursions: 

Chicago  Institute  took  one  excursion  to  the  Sand  Dunes 
in  Indiana,  another  to  Winnetka,  where  the  entire  course 
of  a  rivulet  was  traced  to  the  point  where  it  emptied 
into  Lake  Michigan. 

Places  where  excursions  may  be  taken  with  interest  to 
both  pupils  and  teacher  are  numberless.  No  attempt  is 
made  to  make  the  following  list  complete,  but  it  may 
be  suggestive  to  the  teacher.  Excursions  may  be  taken  to 
Dubuque;  Des  Moines,  where  the  legislature,  the  Capitol 
building,  the  Historical  building,  and  Fort  Des  Moines 
may    be    visited;    the    Indian    Mounds,    United   States 


142    A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

Arsenal  at  Davenport;  the  Indian  reservation  at  Tama; 
the  Amana  colony ;  a  well-equipped  hospital ;  factories  of 
all  kinds,  canning,  cement,  tile,  button,  stove,  cracker, 
sled,  broom,  and  gate. 

The  city  of  Des  Moines  had  what  was  called  factory 
day.  The  factories  throughout  the  city  were  all  thrown 
open  to  visitors  and  the  pupils  of  the  public  schools  were 
transported  from  one  plant  to  another.  "Where  the  pro- 
duct was  edible,  refreshments  were  served.  The  day, 
doubtless,  was  profitable  both  to  the  manufacturers  and 
the  sight-seers. 

Excursions  may  also  be  taken  to  the  mine ;  the  saw  mill ; 
the  packing  house ;  the  beet  sugar  industry ;  a  well 
appointed  dairy ;  a  court  house  ;  the  water  works ;  the  elec- 
tric light  plant;  public  buildings;  a  large  department 
store;  the  printing  office;  the  planing  mill;  the  river;  the 
nursery,  summer  and  winter;  the  flour  mill;  the  black- 
smith shop;  the  iron  foundry;  the  brick  kiln;  a  frame 
house  twice  while  in  process  of  construction ;  the  wharves ; 
the  freight  house ;  the  ice  house,  both  where  it  is  manufac- 
tured and  stored;  and  some  place  where  the  depth  and 
quality  of  soils  may  be  studied. 

VI.     Ensuing  recitation. 

When  the  class  again  assembles,  the  questions  that  have 
been  asked  may  be  answered,  maps  may  be  drawn  and 
the  sand  table  used. 

Specimens  gathered  and  kodak  pictures  taken  while  on 
the  trip  may  add  interest  to  the  recitation. 

These  excursions  may  be  made  the  basis  for  the  draw- 
ing lessons  and  also  for  th'.»  written  work. 

Parents  do  not  always  see  the  value  of  such  excursions, 
but  think  their  children  will  learn  more  from  books.  They 
forget  that  the  real  knowledge  of  the  child  is  measured 
not  by  what  he  learns  in  text  books  and  sees  in  the  school 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  143 

room,  but  by  actual  knowledge  of  objects  and  happenings 
within  the  realm  of  his  own  world  about  him. 

A  meeting  of  parents  may  be  held  where  the  value  of 
excursions  may  be  discussed.  Reasons  for  such  trips 
may  be  presented  and  illustrations  shown  setting  forth 
their  educational  significance.  Parents  may  be  invited  to 
go  on  these  excursions  and  thus  form  the  habit  of  visiting 
places  with  their  children. 

The   Equipments   That   are   Thought   Necessary  to   the 

Teaching  of  Geography  as  Compared  With 

Those  of  Former  Years. 

It  was  but  a  short  time  ago  when  one  text,  a  few  maps, 
some  charts  and  a  globe,  were  deemed  quite  sufficient  to 
teach  geography  adequately.  The  up-to-date  teacher 
should  specialize  in  this  subject  at  a  school  in  this  country 
noted  for  research  in  this  particular  branch,  and  then  in 
Germany  if  possible. 

Since  geography  is  not  considered  a  study  of  books 
today  any  more  than  botany  or  zoology,  the  teacher  who 
has  had  the  advantage  of  travel  in  her  own  country  and 
foreign  lands  will  be  able  to  make  objects  seen,  and  places 
visited,  far  more  vivid  and  real  to  the  pupils'  imagination, 
than  one  who  has  studied,  no  matter  how  widely,  only 
from  texts. 

In  these  days  of  rapid  transit,  it  is  not  at  all  unusual 
to  find  that  pupils  have  traveled  much  more  than  the 
teacher,  and  unless  she  has  had  some  experience  in  that 
line  she  will  be  placed  at  a  decided  disadvantage. 

It  is  to  her  advantage,  then,  to  travel  not  only  on  the 
steam  and  surface  cars,  but  to  have  actual  experience  on 
elevated  and  subway  lines,  to  ride  on  the  sight-seeing 
cars,  the  touring  automobiles,  the  ocean  liners,  and  the 
motor  boats. 


144  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

If  she  travels  intelligently  and  with  the  thought  of  in- 
struction in  mind,  she  may  gather  information  that  will 
be  of  interest  when  she  visits  the  world's  fair,  the  city 
park,  the  art  institute,  the  Field's  museum,  the  aquarium, 
the  life-saving  station,  the  light-house,  the  circus,  a  city 
fire  department  and  other  places  of  interest. 

From  the  manufactory  or  the  mine  she  may  obtain 
specimens  which  will  interest  her  pupils  intensely. 

There  should  be: 

1.  A  department  in  the  library  devoted  to  the  latest 
and  best  authorities,  in  addition  to  texts  always  to  be 
found  on  the  teacher's  desk. 

2.  A  laboratory  in  which  the  pupils  may  work  indi- 
vidually. 

3.  Pictures,  large  and  small,  of  all  kinds,  to  illustrate 
the  work,  procured  by  the  teacher  herself  who  never 
traveled  kodakless,  and  postals  gathered  in  her  wander- 
ings as  well  as  illustrations  obtained  from  dealers  and 
railroads. 

4.  Illustrations  not  only  of  the  typical  mountain  stud- 
ied intensively  by  the  class,  but  others  for  the  sake  of 
contrast. 

The  same  is  true  of  a  river,  a  city,  a  section  of  coast 
line  and  a  valley. 

5.  A  stereopticon  with  an  endless  number  of  pictures. 

6.  A  sand  table  of  such  size  that  many  may  work  sim- 
ultaneously, and  the  individual  sand  pan. 

7.  Physical  and  political  maps,  the  finest  obtainable, 
relief  maps  which  are  the  work  of  experts,  and  outline 
maps  ready  to  be  filled  in  by  the  pupils. 

8.  Globes  of  the  most  approved  kind. 

9.  A  planetarium  showing  the  earth's  revolutions 
around  the  sun. 

10.  A  tellurium  showing  the  change  of  seasons. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  145 

11.  Minerals  carefully  collected,  which  remain  per- 
manently in  the  teacher's  cabinet. 

12.  The  common  rocks  of  the  community. 

13.  Weather  maps. 

14.  Objects  of  all  kinds  having  an  educative  value. 
One  enthusiastic  teacher  borrowed  a  large  and  costly 

collection  of  jewels  owned  by  an  acquaintance. 

Fac  similes  of  some  of  the  world's  famous  stones  may 
be  borrowed  from  some  jeweler,  and  prove  very  instruct- 
ive. 

15.  Commercial  products  in  their  various  stages  of 
manufacture. 

16.  All  kinds  of  grain  in  their  successive  stages  of 
growth. 

17.  Cross  sections  of  woods  showing  the  different 
grains. 

18.  Costumes  and  utensils  used  by  foreign  people. 

19.  A  natural  science  cabinet  full  of  interesting  infor- 
mation that  will  suggest  charts  that  may  be  made  by  the 
pupils  themselves,  and  may  prove  even  more  interesting 
than  manufactured  ones. 

20.  A  set  for  each  pupil,  of  material  published  by  the 
best  steamship  lines,  to  be  used  when  tracing  an  ocean 
voyage. 

21.  Guide  books  to  a  few  of  the  most  important  and 
interesting  cities. 

22.  Several  geographical  games. 

Commercial  Geography. 

The  study  of  commercial  geography  is  essential  to  the 
pupil  because  industrial  rivalry  and  commercial  competi- 
tion are  potent  factors  among  civilized  nations. 

Commercial  life  deals  with  agriculture,  manufacturing, 
mining  and  commerce.    It  is  not  essential  that  the  pupil 


146  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

should  know  the  dry  facts  of  commerce,  but  it  is  necessary 
that  he  have  knowledge  of  the  comparative  commercial 
importance  of  leading  countries,  their  interrelation,  and 
the  reasons  for  this,  so  far  as  geography  bears  upon  the 
subject. 

He  should  also  understand  the  subject  of  domestic  and 
foreign  transportation  as  it  is  carried  on  both  by  land 
and  water. 

To  aid  people  commercially  and  to  make  them  more 
intelligent,  government,  weather,  harbor  and  topographic 
maps  are  sent  out  by  the  government.  The  progressive 
farmer  has  the  condition  of  the  weather  telephoned  to 
him  that  he  may  govern  himself  accordingly. 

The  eastern  railroad  lines  depend  upon  these  reports 
to  such  an  extent  that  they  do  not  start  their  heavy 
freights  for  the  west  if  a  severe  storm  is  prophesied. 

Physical  Geography. 

Physical  geography  should  be  studied  because  vital 
political  and  commercial  geography  grow  out  of  and 
depend  upon  it. 

Boundary  lines  are  of  two  kinds,  natural  and  artificial, 
the  one  permanent,  the  other  temporary,  and  they  have 
affected  the  nation 's  life  in  separating  or  failing  to  sepa- 
rate, peoples. 

Physical  geography  determines  largely  the  animal  and 
vegetable  life  native  to  a  region. 

In  studying  noted  ancient  cities  it  is  observed  that 
their  location  was  in  fertile  regions  and  that  some  kind 
of  food  grew  abundantly  in  that  place. 

Political  Geography. 

The  child  should  study  political  geography  to  learn 
concerning : 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  147 

1.  Boundaries  which  are  artificial  and  have  been  estab- 
lished by  man's  agency. 

2.  The  comparative  size  of  the  divisions  of  a  country. 

3.  The  government  of  a  people. 

4.  The  density,  the  increase  and  the  centers  of  the 
population  of  a  country. 

5.  The  nationality  which  predominates  in  the  entire 
community  or  in  certain  portions  of  it. 

Relation  of  Geography  to  History. 

The  two  subjects,  geography  and  history,  are  so  inter- 
related that  it  is  difficult  to  separate  them.  It  is  impossi- 
ble to  comprehend  history  without  studying  its  geograph- 
ical setting,  for,  owing  to  influences  exerted  upon  them 
by  the  natural  features  of  the  country  in  which  they 
exist,  nations  have  risen  or  fallen  or  developed  certain 
typical  characteristics. 

In  the  following  material  given  under  Reasons  for  the 
Supremacy  of  the  United  States,  the  Appalachian  Moun- 
tains, Cities  and  Industries,  Indian  Trails  and  A  Few 
Points  on  the  Civil  War,  the  geographic  influence  upon 
history  has  been  strongly  marked. 

Reasons  for  the  Supremacy  of  the  United  States. 

That  the  United  States  reigns  supreme  in  the  western 
hemisphere  is  unquestioned. 

What  are  the  reasons  for  this  supremacy? 

How  came  it  to  be  so  great  a  power? 

In  its  practically  isolated  geographical  position  may 
be  found  the  answer  to  these  questions. 

Its  boundaries  on  the  east  and  west  foster  its  inde- 
pendence and  are  preventive  of  strife  with  other  nations. 

On  the  east  its  connections  with  Europe  are  such  that 
it  has  been  styled  the  ''Maritime  doorkeeper." 


148  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

On  the  west  it  is  in  close  communication  with  the 
coast  of  South  America;  on  the  south  with  the  Gulf  of 
Mexico,  and  is  recognized  as  a  Caribbean  power. 

Because  of  the  boundless  space  contained  within  its 
borders,  advanced  methods  of  transportation  have  been 
evolved,  until,  whether  the  typical  American  rides  upon 
surface,  elevated,  subway  or  steam  cars,  or  upon  ocean 
liners  or  battleships,  he  is  conveyed  by  the  most  improved 
means  known  to  the  scientific  world. 

Its  latitude  conduces  toward  a  vigor  and  energy  not  to 
be  found  elsewhere  among  the  inhabitants  on  the  hemi- 
sphere. These  characteristics  of  its  people,  combined 
with  freedom  from  foreign  wars,  have  given  opportunity 
for  development  along  scientific  and  industrial  lines. 

Since  there  were  many  large  rivers  to  be  spanned,  this 
country  invented,  experimented  and  improved  until 
today  it  stands  the  acknowledged  bridge  builder  of  the 
world. 

How  could  it  be  otherwise  than  the  dominating  power 
of  the  new  hemisphere  ? 

From  its  state  of  absolute  dependence  upon  the  mother 
country,   it   became: 

1.  The  most  important  power  in  the  western  hemi- 
sphere. 

2.  An  ocean  power. 

3.  A  recognized  power  in  the  world. 

The  Appalachian  Mountains. 

When  the  first  settlers  came  to  America,  they  located 
near  the  shore,  and  because  of  the  ''continental  build" 
of  the  country,  were  limited  to  a  certain  portion  of  the 
land. 

The  Appalachian  mountains  formed  a  barrier  whioh 
separated  them  from  the  middle  and  western  portion  of 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  149 

the  United  States  and  consequently  they  were  limited  to 
the  "tide  water  region"  of  the  Atlantic  coast.  As  the 
inhabitants  increased,  there  was  not  room  for  them  to 
expand  and  the  population  became  denser,  which  always 
means  strength. 

Glacial  action  in  the  New  England  states  had  left  the 
soil  in  such  condition  that  much  hard  work  had  to  be 
done  before  the  land  was  ready  for  tilling. 

In  consequence  of  the  dense  population,  the  arable 
land  was  soon  exhausted  and  of  necessity  attention  was 
turned  to  other  occupations.  Thus  from  a  farming  peo- 
ple they  became  a  population  of  manufacturers  and  to 
the  present  time  continue  to  hold  pre-eminence  as  the 
manufacturing  section  of  the  United  States. 

Because  they  were  isolated,  there  was  more  of  com- 
munity of  interest  than  there  would  otherwise  have  been. 
The  geographical  conditions,  the  climate,  the  soil  and  the 
modes  of  life  were  so  vastly  different  in  England  and  the 
colonies  that  it  caused  great  divergence  in  their  political 
and  social  ideas.  The  distance  that  lay  between  them 
made  England's  control  all  the  more  difficult.  If  trouble 
arose  between  the  two  nations,  it  took  so  long  for  com- 
munication that  by  the  time  report  reached  England  and 
word  was  returned  to  America,  either  the  affair  had  died 
out  completely  or  rebellion  had  developed  to  such  a 
degree  that  the  breach  between  the  two  had  widened 
visibly. 

The  Mohawk  Gap. 

Had  there  been  no  Appalachian  barrier,  or  had  this 
mountain  wall  been  continuous  throughout  its  entire 
length,  it  is  difficult  to  foretell  how  history  might  have 
shaped  itself. 

As  it  is  there  are  two  important  breaks  in  its  continuity, 


150  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OP  TEXTS 

and  the  history  of  the  famous  Mohawk  and  Cumberland 
Gaps  is  of  paramount  importance  in  the  middle  and  great 
West. 

The  part  of  the  Mohawk  Valley,  interesting  from  the 
historical  standpoint,  consists  of  a  trench  nearly  100 
miles  long,  which  is  in  reality  a  vast  gap  1,500  to  2,000 
feet  deep,  extending  from  Schenectady  to  the  city  of 
Rome  in  central  New  York. 

Its  presence  is  due  to  three  causes : 

I.  Long  continued  disintegration  of  a  belt  of  destruct- 
ible rock. 

II.  Entrance  into  this  section  of  an  ice  sheet,  which 
overrode  it. 

III.  The  former  drainage  of  the  Great  Lakes  before 
their  diversion  to  the  present  course. 

The  city  of  Rome  is  situated  near  the  watershed  between 
the  St.  Lawrence  and  Hudson  river  systems. 

At  this  place  the  waters  part  and  those  belonging  to  the 
St.  Lawrence  system  enter  Lake  Ontario. 

When  this  gateway  was  passed  the  path  was  clear  to 
the  great  west,  and  over  it  population  surged,  peopling 
and  possessing  the  land  to  the  Pacific  coast.  In  early 
times  the  balance  of  trade  in  the  Atlantic  region  went 
to  Philadelphia,  whereas  now  it  goes  to  New  York  City. 

That  New  York  City  and  not  Philadelphia  controls 
the  commerce  of  the  eastern  section  of  the  United  States 
today,  by  moans  of  its  harbor,  its  six  railroads  and  the, 
Erie  canal,  and  has  become  the  metropolis  of  our  country, 
is  due  in  great  measure  to  the  presence  of  the  Mohawk 
Gap. 

The  Cumberland  Gap. 

Where  the  states  of  Virginia,  North  Carolina  and  Ten- 
nessee converge,  is  found  another  break,  fairtous  in  the 
t^arly  history  of  America.    This  is  called  the  Cumberland 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  151 

Gap,  and  because  of  its  existence  a  climb  of  nearly  a 
thousand  feet  in  going  over  the  mountains,  is  saved. 

It  is  believed  by  physiographers  that  the  softer  shales 
and  limestone  were  ''etched  out,"  leaving  harder  masses 
as  mountains  on  either  hand. 

Through  the  Cumberland  Gap  went  Daniel  Boone,  the 
hunter — yet  more  than  hunter,  for  he  was  one  of  the 
founders  of  a  new  nation,  as  he  and  his  company  blazed 
a  path  as  famous  as  the  Gap  itself,  the  Wilderness  Road. 

Over  this  road  a  ceaseless  procession  of  men,  women 
and  children  passed,  with  their  faces  turned  westward 
toward  new  and  untrodden  fields. 

A  Few  Points  on  the  Geography  of  the  Civil  War. 

The  events  of  the  Civil  war  are  great  historic  facts, 
but  thoughtful  consideration  will  show  that  geography 
played  no  minor  part  in  this  great  struggle. 

That  slavery  flourished  in  the  south  was  due  partly  to 
geographical  conditions;  that  it  did  not  flourish  in  the 
north  was  due  in  part  to  the  same  cause. 

Mill  says,  ''The  Southern  coastal  plain  is  chiefly  re- 
sponsible for  the  grievous  affliction  of  slavery  that  so 
long  blighted  the  southern  states  and  poisoned  the  whole 
country. ' ' 

Mountains,  rivers,  bays,  coast  line  and  swamp  land,  all 
were  prominent  features  in  the  war  of  the  Rebellion. 

At  first  thought,  mountains  may  be  considered  huge 
barriers  to  an  advancing  army,  but  passes  may  become 
the  natural  highway  for  troops  of  warriors.  Caves,  rocky 
fastnesses  and  strongholds  may  be  used  to  conceal  armies 
and  to  protect  from  attack.  Movements  of  the  enemy 
may  be  clearly  seen  from  their  heights  and  from  this 
vantage  ground  opportunity  may  be  given  for  making 
sudden  descents  or  for  beating  hasty  retreat. 


152  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

Mountain,  valley  and  pass  have  had  an  important  bear- 
ing not  only  upon  the  history  of  our  country,  but  are  said 
to  have  figured  conspicuously  for  the  past  twenty-five 
years  in  the  British  Councils  of  India. 

In  the  southern  mountain  life  there  was  no  place  for 
the  negro,  so  he  worked  in  the  valley,  and  when  war 
came  the  mountain  sections  were  opposed  to  slavery, 
while  the  valleys  upheld  the  institution. 

Rivers  were  more  effectively  used  than  railroads  during 
the  war,  because  the  latter  could  be  torn  up  and  destroyed 
easily  by  the  enemy's  ranks.  That  these  were  the  routes 
generally  employed  for  communication,  is  apparent  from 
the  names  borne  by  the  Federal  troops — "Ai'my  of  the 
Potomac,"  ''Army  of  the  James,"  "Army  of  the  Cum- 
berland," Army  of  the  Tennessee."  It  has  been  said 
that  perhaps  in  no  other  war  have  river  routes  been  so 
widely  used. 

In  the  case  of  the  Mississippi,  its  peculiar  construction 
is  of  such  nature,  that  only  here  and  there  are  found 
places  capable  of  strong  fortification  and  so  the  points 
of  attack  were  of  necessity  far  between.  When  the  city 
of  Memphis  was  captured,  the  Mississippi  was  opened 
as  far  as  Vicksburg,  a  distance  of  four  hundred  miles, 
but  the  latter  place,  surrounded  by  bluffs  on  three  sides, 
long  resisted  attack  and  became  for  some  time  one  of 
the  problems  of  the  war. 

The  cities  on  the  coast  line  were  often  protected  from 
the  enemy's  attack  because  they  were  situated  near  deep 
bays  or  estuaries.  Island  fortifications  and  swamp  land, 
also  frequently  protected  from  invasion. 

Cities  and  Industries. 
The  first  towns  in  the  United  States  were  situated  near 
rivers  because  the  settlers  feared  the  depredations  of  the 
Indians. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  153 

The  instruction  given  to  the  Jamestown  settlers  was  to 
select  a  site  at  the  inner  end  of  long,  narrow  inlets,  so 
that  they  might  be  free  from  the  inroads  of  neighboring 
colonies,  just  as  some  of  the  cities  along  the  Mediter- 
ranean were  similarly  located  with  reference  to  protection 
from  pirates.  If  a  city  was  situated  near  a  river,  it  could 
communicate  with  the  interior  and  could  also  carry  on 
trade  with  the  mother  country.  This  was  often  the 
determining  influence  in  location.  The  largest  towns 
thus  sprang  up  where  they  were  situated  at  a  junction 
between  sea  and  inland,  where  the  harbor  was  deepest  for 
ships  to  land  and  w^here  the  most  varied  avenues  of  com- 
munication were  available. 

The  seaport  town  grows  because  it  has  the  best  and 
cheapest  mode  of  transportation — namely,  the  ocean. 

But  besides  this,  it  must  communicate  with  a  large  area 
of  country  upon  which  it  depends  for  its  productions. 

The  presence  of  water  in  early  days  determined  the 
location  of  many  manufacturing  cities,  but  since  it  has 
been  superseded  by  steam  and  electricity  this  is  not  so 
necessary  as  formerly. 

An  invigorating  climate,  that  imparts  energy  and  im- 
petus to  manufacture,  has  aided  in  the  rapid  development 
of  cities. 

When  the  Revolution  ended,  cities  began  to  develop 
along  industrial  lines,  and  growth  was  most  rapid  where 
the  soil  was  richest,  the  geographical  conditions  most 
favorable,  and  the  portion  of  tillable  land  limited. 

In  her  work  on  American  History  and  Its  Geographic 
Conditions,  Ellen  Semple  says  there  are  three  great  areas 
of  the  United  States  in  relation  to  cities: 

1.  A  highly  developed  industrial  area  in  New  England 
and  the  middle  states. 

2.  Mississippi  Valley  area. 


154  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OP  TEXTS 

3.     The  Great  West. 

In  this  age  of  industrialism,  manufacturing  centers  are 
becoming  more  and  more  prominent. 

The  factors  necessary  to  build  up  such  een+ers  are : 

1.  Abundance  of  material. 

2.  Fuel. 

3.  Water-power. 

4.  Capital. 

5.  Labor. 

6.  Varied  avenues  of  communication  not  only  with 
parts  of  this  country,  but  also  with  Europe. 

The  typical  interior  American  city  of  today: 

1.  Collects. 

2.  Produces. 

3.  Distributes. 

Why  does  St.  Louis  have  the  largest  hardware  house 
in  the  world? 

Because  it  is  surrounded  by  a  wide  territory  of  farming, 
mining  and  grazing  interests,  which  demand  hardware 
more  than  any  other  commodity. 

Indian  Trails. 

Savage  tribes  and  wild  animals  have  usually  sought 
out  good  camping  grounds  and  natural  highways,  long 
before  civilized  man  has  appeared. 

In  early  days  the  Iroquois  made  their  own  in  western 
^  New  York  what  was  considered  to  be  the  most  com- 
manding military  position  in  the  eastern  part  of  North 
America. 

Indian  trails  have  played  an  important  part  in  the 
country's  history.  Of  these,  two  deserve  mention,  the 
Oregon  and  the  California.  These  have  been  the  ones 
chosen  by  warriors,  or  by  those  conducting  expeditions 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  155 

such  as  that  made  by  Lewis  and  Clark,  or  by  the  gold 
seekers  going  to  California. 

A  locality  in  and  of  itself  may  not  be  of  special  inter- 
est, but  if  it  is  the  stage  of  some  historic  scene,  whose 
actors  have  been  prominent,  unusual  importance  attaches 
to  it. 

A  great  fact  makes  a  place  noted,  not  the  place  the 
fact,  but  the  two  are  so  interwoven  as  to  be  incapable  of 
separation.  The  following  topics  will  serve  to  illustrate 
these  truths: 

Forefathers'  Rock. 

Why  is  Forefathers'  Rock  of  such  historic  interest  to 
all  Americans?  Is  it  because  of  its  unusual  shape,  size 
or  beauty?  Had  it  chanced  that  the  Pilgrim  Fathers  had 
landed  a  little  farther  up  or  down  the  coast  or  that  Mary 
Allerton  had  first  set  foot  on  some  other  rock,  the  name 
conned  by  every  schoolboy,  which  name  Montgomery 
says  ''fills  a  greater  place  in  American  history  than  any 
other  rock  on  the  continent,  for  Plymouth  Rock  is  the 
stepping  stone  of  New  England" — would  have  no  fame 
beyond  its  immediate  locality,  and  would  have  been 
marked  by  no  monument  for  its  preservation. 

Pike's  Peak. 

Pike's  Peak,  with  its  wonderful,  everchanging  lights 
and  shadows,  ''the  historic  landmark  of  the  Rockies," 
a  place  visited  by  celebrities  of  both  continents,  as  it 
towers  in  majestic  beauty  and  grandeur  far  above  its 
sister  peaks,  is  greatly  enhanced  in  interest  in  our  eyes  as 
the  career  of  the  man  whose  name  it  bears  is  learned. 
A  huge  boulder,  erected  on  the  one  hundredth  anniver- 
sary of  its  discovery,  bears  this  inscription: 

"General  Pike  was  born  at  Lamberton,  now  Trenton, 


156    A  GUIDE)  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

New  Jersey,  January  5,  1779,  and  died  April  27,  1813, 
after  a  victorious  attack  on  York,  later  Toronto,  Canada ; 
aged  34  years,  3  months,  and  22  days.  Buried  at  Madison 
Barrack,  New  York."  On  another  side  of  the  boulder  is 
chiseled,  "General  Pike  enlisted  as  a  cadet  in  his  father's 
regiment  in  1794  at  the  age  of  fifteen  years.  Appointed 
ensign  in  2d  infantry,  March  3,  1799 ;  1st  lieutenant,  April 
24,  1800;  transferred  to  1st  infantry,  April,  1802;  pro- 
moted to  captain  August  12,  1806;  to  major  May  3,  1808; 
to  lieutenant-colonel  July  6,  1812;  to  brigadier-general 
March  12, 1813. ' '  On  still  another  side  is  found,  ' '  Zebulon 
Montgomery  Pike  first  saw  the  peak  that  bears  his  name 
November  15,  1806.  On  November  27th  he  abandoned  his 
attempt  to  ascend  to  its  summit." 

In  a  prominent  place  in  the  city  stands  a  life-sized 
statue  of  the  man  whose  name  has  been  perpetuated. 
His  youthful,  enthusiastic  face  and  figure  have  spoken 
louder  than  words  to  thousands  of  tourists  who  have 
viewed  them. 

His  right  hand  is  extended  as  though  pointing  toward 
the  goal  he  fain  would  have  reached,  but  of  which  he  said, 
*'I  believe  no  human  being  could  have  ascended  to  its 
pinnacle." 

In  the  left  hand  he  bears  hat  and  sabre,  and  his  whole 
attitude,  every  lineament  of  his  face,  each  fold  of 
drapery,  all  the  lines  of  his  body,  speak  to  the  beholder 
and  urge  him  onward  and  upward  as  with  spirited  strides 
the  soldier  seems  to  be  pressing  on  from  crag  to  crag  to 
reach  lofty  heights. 

Tarry-Town-on-the- Hudson. 

Beautiful  Tarry-Town  on  the  Hudson  is  perhaps  no 
more  charming  than  many  another  city  found  along  its 
far-famed  banks. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  157 

But  Sleepy  Hollow,  the  old  Dutch  Church  and  the 
Spring  are  all  classic  because  of  the  spirit  of  the  man 
whose  home,  far  from  the  cities'  turmoil  and  strife,  was 
beside  the  shores  of  this  river;  a  man  whose  tales  have 
made  this  spot  forever  famous  and  whose  memory  the 
inhabitants  revere  to  this  day  as  they  show  the  house 
w^here  Washington  Irving  lived,  the  tablet  erected  to  his 
memory  in  the  church,  the  pew  which  he  occupied  and 
the  simple  stone  marking  his  resting  place,  and  tell  of 
the  unusual  honors  which  were  showered  upon  him,  and 
the  rare  virtues  which  made  him  beloved  not  only  as  a 
famous  writer  but  as  a  humane  and  kindly  man. 

Cheyenne  Mountain. 

Cheyenne  Mountain  was  distinguished  in  no  particular 
way  from  the  group  of  peaks  among  which  it  stands,  until 
immortalized  as  the  favorite  haunt  of  Helen  Hunt  Jack- 
son, who,  within  sound  of  the  music  of  the  Seven  Falls, 
wrought  out  chapter  by  chapter  that  fascinating  story 
of  Indian  wrongs — Ramona. 

In  this  same  mountain  her  sacred  dust  reposed,  her 
resting-place  marked  only  by  the  heap  of  stones  gathered 
from  the  mountain  side,  until  her  grave  was  so  dese- 
crated by  enthusiastic  admirers  that  her  remains  were 
of  necessity  removed  to  its  final  resting-place  in  the 
cemetery. 

A  Great  School. 

A  town  may  be  small,  uninteresting  and  lacking  in 
many  of  the  natural  resources  that  render  it  attractive, 
yet  if  it  be  the  seat  of  a  great  school,  whether  academy, 
normal  school,  college  or  university,  it  becomes  a  notable 
place  and  lives  forever  in  the  hearts  of  thousands  who 


158  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

have  gathered  inspiration  within  its  walls  and  upon  whom 
its  influence  has  been  shed. 


The  authorities  consulted  were ; 

American  History  and  Its  Geographic  Conditions — 
Ellen  Churchill  Semple. 

Geographic  Influences  in  American  History — Albert  P. 
Brigham. 

Special  Method  in  History — Charles  A.  McMurry. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  159 


CHAPTER  XXI. 
QUESTIONS  ON  GEOGRAPHY. 

1.  What  does  the  study  of  geography  include? 

2.  In  what  grade  should  it  first  be  taught? 

3.  What  may  be  made  its  basis? 

4.  Where  may  helpful  suggestions  for  these  preparatory 

steps  be  found? 

5.  How  long  should  oral  lessons  be  given? 

6.  What  is  the  difference  between  nature  study  and 

geography? 

7.  Should  a  series  of  lessons  be  given  in  the  text  before 

the  child  is  ready  for  the  book? 

8.  When  begin  the  study  of  the  geographical  text? 

9.  Should  the  child  read  the  beginning  lessons  in  the 

recitation  period? 

10.  How  may  physiography  be   made  a  basis  for  the 

study  of  a  country  ? 

11.  What  subjects  may  be  correlated  with  geography? 

12.  How  would  you  correlate  in  studying  a  subject  like 

cotton  ? 

13.  What  studies  give  the  child  a  better  understanding 

of  geography? 

14.  What  subjects  depend  upon  geography  for  a  better 

understanding  ? 

15.  What   is  the   educational   value   of   the   subject  of 

geography? 

16.  Can  ^'culture  value"  be  gained  from  geography? 

17.  Should  it  be  a  memory  study? 

18.  Should  it  be  a  study  of  relations,  causes  and  effects? 


160  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OP  TEXTS 

19.  Should  it  be  made  an  inductive  or  deductive  study? 

20.  Should  geographical  forms  be  developed  before  the 

text  is  studied? 

21.  What  forms  may  be  taught? 

22.  How  may  further  investigation  be  stimulated? 

23.  Should  lessons  be  assigned  in  the  order  of  the  text? 

24.  Who  should  formulate  the  definitions  in  geography? 

25.  In  which  part  of  geography  would  the  most  defini- 

tions be  found? 

26.  What  is  meant  by  the  spiral  system  in  geography? 

27.  What  part  does  the  dictionary  play  in  the  study  of 

geography? 

28.  Of  what  value  is  the  encyclopedia  in  this  branch  of 

study? 

29.  What  place  do  periodicals  occupy  in  this  subject? 

30.  What  periodicals  are  helpful  in  this  study? 

31.  Why  does  the  teacher  of  geography  consider  it  neces- 

sary to  keep  posted  on  current  events? 

32.  Where  may  historical  and  literary  geographical  ref- 

erences for  outside  reading  be  found? 

33.  What  relation  does  astronomy  bear  to  geography? 

34.  Where  are  the  largest  observatories  in  the  United 

States  located? 

35.  Where  are  observatories  found  in  the  state? 

36.  What  are  the  equipments  necessary  for  an  observa- 

tory? 

37.  What  use  could  be  made  of  the  astronomical  tele- 

scope in  connection  with  geography? 

38.  Of  what  value  are  objects  in  this  study? 

39.  What  are  the  difficult  subjects  in  geography? 

40.  What  are  good  texts  in  geography? 

41.  What  is  meant  by  types? 

42.  What  geographies  make  a  feature  of  types? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  161 

43.  What  peak  would  you  select  for  a  typical  study  of 

mountains  ? 

44.  What  valley? 

45.  What  river? 

46.  What  coast? 

47.  What  prairie? 

48.  What  is  chalk  modeling? 

49.  Of  what  value  is  it? 

50.  In  what  grades  may  it  be  used? 

51.  Does  it  lead  to  misconceptions  in  regard  to  heights 

and  depths? 

52.  What  is  the  best  text  on  chalk  modeling? 

53.  Of  what  value  is  the  sand  table? 

54.  For  what  may  it  be  used? 

55.  For  what  may  sand  pans  be  used? 

56.  What  are  the  comparative  advantages  of  sand  table 

and  sand  pans? 

57.  What  is  the  cost  of  the  sand  pan? 

58.  In  what  grade  should  the  child  begin  to  draw  maps? 

59.  What  ones  should  he  draw  in  the  beginning  work  ? 

60.  Of  what  different  materials  may  maps  be  made  by 

pupils  ? 

61.  In  what  grades  may  dissected  maps  be  used  to  ad- 

vantage ? 

62.  In  what  grades  may  products  be  located  on  stencil 

maps? 

63.  What  is  a  weather  record? 

64.  Where  may  they  be  found? 

65.  How  may  they  be  kept? 

66.  Of  what  value  to  the  child  are  excursions? 

67.  Of  what  value  are  they  to  the  teacher? 
6S.  Where  may  they  be  taken? 

69.     What  should  be  the  teacher's  preparation  for  the 
event? 


162  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

70.  How  may  definite  results  be  obtained? 

71.  What  do  pupils  need  for  the  excursion? 

72.  For  what  may  these  trips  be  made  the  basis? 

73.  Of  what  should  the   recitation  following  the   trip 

consist? 

74.  Why  are  such  trips  criticised? 

75.  How  may  these  objections  be  overcome? 

76.  What  are  good  references  on  the  subject  of  excur- 

sions ? 

77.  Should  any  subject  be  eliminated  from  the  study  of 

geography? 

78.  If  so,  what? 

79.  Should  the  child  memorize  the  capitals  of  states? 

80.  What  intellectual  equipment  was  considered  neces- 

sary years  ago  for  a  teacher  in  geography? 

81.  What  is  deemed  necessary  for  the  specialist  today? 

82.  What  equipment  in  the  line  of  apparatus  was  for- 

merly deemed  essential? 

83.  What  are  the  demands  for  apparatus  today? 

84.  How  may  this  equipment  be  obtained? 

85.  How  may  a  volcano  be  represented? 

86.  Where  may  a  county  map  be  obtained? 

87.  Why  is  not  the  study  of  geography  a  ** fixed"  study? 

88.  Of  what  value  is  commercial  geography? 

89.  What  is  the  prominence  of  this  subject  today? 

90.  Why  should  physical  geography  be  studied? 

91.  Why  should  political  geography  be  studied? 

92.  What  is  the  relation  of  history  to  geography? 

93.  What  effect  has  isolation  upon  a  country? 

94.  What  effect  has  its  isolated  position  upon  the  United 

States? 

95.  What  bearing  upon  its  supremacy  has  the  geograph- 

ical position  of  the  United  States? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  163 

96.  What  effect  did  its  long  distances  have  upon  in- 

ventions in  modes  of  conveyance? 

97.  What  rank  has  it  attained  in  bridge  construction  ? 

98.  After  separating  from  the  mother  country,  to  what 

prominence  did  it  attain? 

99.  Of  what  rank  is  it  today? 

100.  What    influence   had    the    Appalachian   mountains 
upon  the  history  of  the  United  States  ? 

101.  What  effect  had  the  Mohawk  Gap  upon  settlement 

west  of  the  Appalachians? 

102.  What  city  owes  its  prominence  to  the  Mohawk  Gap? 

103.  What  effect  had  the  Cumberland  Gap  upon  western 

settlement? 

104.  Why  did  slavery  flourish  in  the  South? 

105.  What  part  did  mountains  play  in  the  history  of 

the  Civil  war? 

106.  Of  what  service  were  rivers  at  this  time  ? 

107.  What  shows  this? 

108.  Where  were  the  first  towns  founded  in  the  United 

States? 

109.  What    instruction    was    given    to    the    Jamestown 
settlers  ? 

110.  Why? 

111.  What  factors  determine  the  location  of  cities? 

112.  Where  did  the  largest  towns  spring  up? 

113.  What  advantages  does  a  city  situated  near  a  river 

possess  ? 

114.  Why  does  the  seaport  town  grow? 

115.  How  does  an  invigorating  climate  influence  in  the 

location  of  a  town? 

116.  What   factors    are    necessary   in   building  up   the 
industrial  city? 

117.  For  what  is  the  typical  interior  city  of  today  a 

point  ? 


1G4    A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

118.  Why  does  St.  Louis  have  the  largest  hardware 
house  in  the  world? 

119.  What  are  the  three  great  city  areas  of  the  United 

States? 

120.  What  effect  did  the  Indian  trails  have  upon  the 
history  of  the  country? 

121.  What  is  the  relation  between  place  and  event? 

122.  Why  is  Forefathers'  Rock  so  noted? 

123.  What  makes  Pike 's  Peak  interesting  from  the  stand- 

point of  history  as  well  as  geography? 

124.  Why  is  Tarry-To wn-on-the-Hudson  of  interest? 

125.  What  makes  Cheyenne  mountain  especially  inter- 
esting? 

126.  Why  is  the  town  or  city  containing  a  great  school 
of  interest? 

127.  What  bearing  has  the  intellectual  atmosphere  of 
the  home  upon  the  child's  geographical  knowledge? 

128.  How  was  this  atmosphere  created? 

129.  Can  the  concentrated  study  obtained  from  the  child 
in  mathematics  be  exacted  from  him  in  geography? 

130.  Can  the  same  degree  of  mental  discipline  be  ob- 
tained from  the  study  of  geography  as  from  math- 
ematics ? 

131.  What  is  the  most  valuable  thing  to  be  gained  from 
the  study  of  geography? 

132.  What  periodical  is  most  helpful  to  the  teacher  of 

this  branch? 

133.  Where  may  lantern  slides  suitable  for  geographical 
use  be  obtained  ? 

134.  When  is  the  best  period  for  the  geography  reci- 
tation? 

135.  What  devices  are  there  in  the  study  of  geography? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  165 


CHAPTER  XXII. 

OUTLINE  FOR  THE  STUDY  OF  GEOGRAPHICAL 
TEXTS. 

V.  Preface. 

a.  Number  of  pages? 

b.  Comparative  length? 

c.  Main  heads? 

d.  Are  they  definitely  brought  out  in  blacker  type " 

e.  Comprehensive  ? 

f.  Does  it  state  the  author's  plan  in  the  arrange- 
ment of  material? 

g.  Does  it  give  his  reasons  for  such  arrangement  1 
h.     Does  it  contain  acknowledgment  of  aid? 

i.      Does  it  contain  names  of  critics? 

VI.  Introduction. 

1.  Number  of  pages? 

2.  Comparative  length? 

3.  Acknowledgment  of  aid? 

4.  Names  of  critics? 

VII.  Contents. 

1.  Length? 

2.  Number  of  lessons? 

3.  Divided  into  parts? 

4.  What  are  the  principal  heads? 

5.  Does  it  contain  only  main  heads? 

6.  Does  it  contain  details? 

7.  Is  there  logical  sequence  of  thought? 

VIII.  Suggestions  to  Teachers. 
1.     Where  found? 


166  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 


IX. 


XI. 


XII. 


2. 

Is  the  number  suflfieient? 

3. 

Are  they  helpful? 

Material. 

1. 

Inductive  ? 

2. 

Deductive  ? 

3. 

Composed  of  statements  to  be  memorized? 

4. 

Is  the  child  led  to  reason,  compare  and  general- 

ize for  himself? 

5. 

Arrangement 

a.     Logical? 

b.     Illogical  ? 

c.     Topical  ? 

d.     Spiral? 

6. 

Attractive  ? 

7. 

Conversational  narrative? 

8. 

Up  to  date.    Does  it  contain  knowledge  of  our 

recent  possessions? 

9. 

Is  it  true  to  the  instincts  of  childhood? 

10. 

Does  it  stimulate  to  further  investigation? 

11. 

Difficult? 

12. 

Too  difficult? 

13. 

Not  sufficiently  difficult? 

Division  into  Lessons. 

1. 

Well  divided? 

2. 

Poorly  divided? 

3. 

Practically  no  division  made? 

Grading  of  Lessons. 

1. 

Well  graded? 

2. 

Poorly  graded? 

Reviews. 

1. 

Comparative  number? 

2. 

How  often  found? 

3. 

Do  they  contain  important  features? 

4. 

Do  they  contain  non-important  details? 

AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  167 


XIII. 


XIV. 


XV. 


XVI. 


5. 

Material  presented  as  in  previous  lessons? 

6. 

New  view  of  an  old  subject? 

7. 

Good? 

8. 

Poor? 

Summaries. 

1. 

Comparative  number? 

2. 

Contain  essentials? 

3. 

Contain  non-essentials  ? 

Questions. 

1. 

Comparative  number? 

2. 

Testing? 

3. 

Provocative  of  thought  ? 

4. 

Logical  sequence?                                      '^ 

5. 

Where  found? 

6. 

On  map? 

7. 

On  text? 

8. 

Which  predominate? 

Explanations. 

1. 

Comparative   number? 

2. 

Lengthy  ? 

3. 

Short? 

4. 

Clear? 

5. 

Confusing  ? 

6. 

Adequate  ? 

Definitions. 

1. 

Comparative   number? 

2. 

Lengthy  ? 

3. 

Concisely  worded? 

4. 

Printed  in   italics? 

5. 

Printed  in  blacker  type? 

6. 

How  reached 

Inductively  ? 

Deductively? 

7. 

In  which  part  of  the  book  do  they  predominate  ? 

168  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

XVII.  Suggestions  to  Pupils. 

1.  Comparative   number? 

2.  Helpful? 

3.  Where  found? 

XVIII.  Foot-notes? 

XIX.  Illustrations. 

1.  Quality? 

2.  Half-tone? 

3.  Educative? 

4.  Printed  clearly? 

5.  Attractive  ? 

6.  Colored? 

7.  Of  modern  life? 

8.  Number  as  compared  with  maps,  charts  and 
diagrams  ? 

9.  Especially  prepared  for  the  text? 
10.     From  what  source  obtained? 

XX.  Charts. 

1.  Sufficient  number? 

2.  Good? 

3.  Poor? 

XXI.  Maps. 

1.  How  many  kinds  are  there? 

2.  Large? 

3.  Small? 

4.  Contain  only  essentials? 

5.  Details? 

fi.     Clearly  printed? 

7.  Do  they  show  U.  S.  dependencies? 

8.  List  of  maps? 

0.     Suggestions  for  map  drawing? 

10.  Artistic? 

11.  Are  they  well  paged? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  169 

XXII.  Diagrams. 

1.  Number? 

2.  Of  what  nature? 

XXIII.  Pronunciation  of  difficult  words. 

1.  Number  of  pages? 

2.  Important  words? 

3.  Adequate  num.ber? 

XXIV.  Authorities  for  pronunciation  quoted? 

XXV.  Size  of  print. 

1.  Large  ? 

2.  Small? 

3.  Is  there  difference  in  type? 

XXVI.  Collateral  reading. 

1.  Number  of  pages? 

2.  Divided  into  subjects? 

3.  Kefer  to  lessons  or  sections? 

4.  Where  found? 

XXVII.  Appendix. 

1.  Number  of  pages? 

2.  Contents? 

3.  Unusual  features? 

XXVIII.  Reference  tables. 

1.  Space  given? 

2.  Adequate  ? 

XXIX.  Tables  of  Statistics. 

1.  Number? 

2.  Where  found? 

XXX.  Special  Study  of  Iowa. 

1.  Text? 

2.  Maps? 

XXXI.  Index. 

1.  Number  of  pages? 

2.  Alphabetically  arranged? 


170  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OP  TEXTS 


XXXII.  Unusual  features  of  book? 

XXXIII.  For  what  age? 

XXXIV.  For  what  grade? 

XXXV.  Favorable  criticisms? 

XXXVI.  Unfavorable   criticisms? 

XXXVII.  Problems  before  the  teacher? 

XXXVIII.  Psychological  aspect  of  text? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  171 


CHAPTER  XXIII. 

REVIEW   QUESTIONS   ON  GEOGRAPHICAL  TEXTS 
EXAMINED. 

1.  Which  book  is  the  most  convenient  shape? 

2.  Which  is  the  oldest? 

t].  Which  is  the  most  recent? 

4.  Which  has  the  longest  preface? 

5.  Which  the  shortest? 

6.  Which  contains  the  best  preface  ? 

7.  Which  texts  have  been  criticised  by  geographical 

experts  ? 

8.  Which  make  acknowledgments? 

9.  Which  author  welcomes  suggestions  and  criticisms? 

10.  Which  contains  the  best  table  of  contents? 

11.  Which  has  the  principal  heads  of  the  table  of  con- 

tents brought  out  in  blacker  type? 

12.  Which  has  the  principal  heads  of  minor  topics  in 

blacker  type? 

13.  Which  contains  the  best  aids  for  teachers? 

14.  Which  are  inductive  in  their  plan? 

15.  Which  deductive? 

16.  Which  are  constructed  upon  the  topical  plan? 

17.  Which  upon  the  spiral? 

18.  Which  is  based  upon  modern  pedagogical  theories? 

19.  In  which  is  man  the  central  thought? 

20.  Which    emphasizes   the    causal   notion    in    teaching 

geography  ? 

21.  Which  has  prepared  material  along  the  lines  recom- 

mended by  the  committee  of  fifteen? 


172  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

22.  Which  emphasize  types? 

23.  Which  emphasize  commercial  geography? 

24.  Which  presents  material  in  a  conversational  form? 

25.  Which  strive  to  incite  the  pupil  to  outside  study? 

26.  Which  contains  the  best  treatment  of  our  foreign 

possessions  ? 

27.  Which  has  foreign  possessions  in  the  front  of  the 

text?  ' -^      ,,    I^ 

28.  Which  uses  the  term  ''Eurasia?"  ^      "'  '""^ 

29.  Which  has  the  material  most  logically  arranged? 

30.  Which  is  the  most  difficult  text? 

31.  Which  is  too  difficult? 

32.  Which  has  the  lessons  well  divided? 

33.  Poorly  divided? 

34.  Which  makes  no  division  into  lessons? 

35.  Which  has  the  lessons  well  graded? 

36.  Poorly  graded? 

37.  Which  has  the  best  reviews? 

38.  Which  has  the  best  review  of  North  America? 

39.  Which  has  a  review  of  the  United  States  as  com- 

pared with  other  countries? 

40.  Which  has  a  comparison  of  the  continents  ? 

41.  Which  have  summaries? 

42.  Which  has  the  best  summary? 

43.  Which  contains  many  questions? 

44.  Which  comparatively  few? 

45.  Which  has  testing  questions? 

^46.  Which  have  those  provocative  of  thought? 

47.  In  which  are  there  the  best  questions? 

48.  In  which  do  questions  on  the  text  predominate? 

49.  On  the  maps? 

50.  Which  has  the  best  explanations? 

51.  In  which  are  the  definitions  set  off  separately  by 

themselves? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  173 

^  -    '     ■-:    ■     'I    -    '  t  •  r  •;  -i!X;'^^^'J^^^f^ 

52.  In  whicli  are  they  merely  a  part  of  the  fund  of 

information  ? 

53.  Which  has  the  entire  definition  in  blacker  type? 

54.  Which  has  simply  the  principal  word  of  the  definition 

in  blacker  type? 

55.  Which  has  the  best  definitions? 

56.  Which  has  the  best  suggestions  to  pupils? 

57.  Which  has  foot  notes? 

58.  Which  has  the  best  illustrations? 

59.  The  least  attractive? 

60.  Which  have  the  half-tone  illustrations? 

61.  Which  seem  the  most  up-to-date? 

62.  Which  has  the  largest  number  of  modern  illustra- 

tions ? 

63.  In  which  are  they  prepared  especially  for  the  text? 

64.  In  which  are  pictures  of  animals  placed  upon  the 

map   in  the   section   of   the   country   where   they 
habitate  ? 

65.  In  which  is  there  a  grouping  of  pictures  of  the  same 

kind,  e.  g.,  mountains? 

66.  Which  contain  illustrations  of  lighthouses  and  the 

range  of  the  visibility  of  lights? 

67.  Which  has  highly  colored  illustrations? 

68.  Which  contains  an  illustration  of  the  compass? 

69.  In  which  is  a  diagram  of  the  cotton-gin? 

70.  Which  has  a  view  of  the  stars  through  the  telescope  ? 

71.  Which  has  the  best  charts? 

72.  Which  has  the  best  physical  maps? 

73.  Which  the  best  political? 

74.  Which  the  best  commercial? 

75.  Which  the  best  relief? 

76.  Which  has  a  key  to  the  relief  maps? 

77.  In  which  are  drawings  which  have  passed  under  an 

expert  in  cartography? 


174  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

78.  In  which  are  the  maps  indicated  as  political,  physi- 

cal, commercial  and  relief? 

79.  Which  has  the  least  attractive  political  maps? 

80.  Which  the  least  attractive  physical  maps? 

81.  Which  the  least  attractive  relief  maps? 

82.  Which  contains  the  best  list  of  maps? 

83.  Which  has  the  best  directions  for  map  drawing? 

84.  Which  has  the  largest  maps? 

85.  Which  the  smallest? 

86.  Which  contain  many  details  t 

87.  Which  few  details? 

88.  Which  has  maps  in  the  body  of  the  text  containing 

89.  Which  maps  have  the  names  of  cities  printed  ac- 

cording to  the  population? 

90.  Which  have  a  state  included  for  comparative  area? 

91.  In  which  are  the  maps  well  paged? 

92.  Which  has  a  page  containing  maps  of  all  the  de- 

pendencies of  the  United  States? 

93.  Of  the  most  important  steamship  lines? 

94.  Which  have  a  commercial  map  of  the  world? 

95.  Which  contains  enlarged  maps  of  harbors? 

96.  In  which  maps  are  land  heights  and  water  depths 

shown  ? 

97.  Whose  imprint  on  maps  corresponds  to  the  sterling 

mark  on  silver? 

98.  Which  has  the  best  diagrams? 

99.  Which  have  a  weather  record  ? 

100.  Which  quote  authorities  for  pronunciation? 

101.  Which  has  the  best  pronouncing  vocabulary? 

102.  Which  has  the  best  print? 

103.  Which  has  practically  uniform  type  throughout? 

104.  Which  has  the  best  paper? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  175 

105.  Which  have  collateral  reading  in  a  section  by  itself  ? 

106.  AVhich  have  collateral  reading  at  the  close  of  the 

chapters  ? 

107.  Which  has  the  best  collateral  reading? 

108.  Which  texts  include  an  appendix? 

109.  Which    elementary    texts    do    not    include    an   ap- 

pendix ? 

110.  Which  has  the  best  appendix? 

111.  Which  have  reference  tables? 

112.  Which  include  a  special  study  of  Iowa? 

113.  Which  has  the  best  treatment  of  the  geography  of 

Iowa? 

114.  Which  books  have  manuals? 

115.  Which  have  the  cross  index? 

116.  Which  has  important  topics  very  fully  worked  out 

in  the  index? 

117.  Which  has  the  best  index? 

118.  Which  would  you  enjoy  teaching  most? 

119.  Which  least? 


17G    A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 


CHAPTER  XXIV. 

PROBLEMS  WHICH  CONFRONT  THE  TEACHER  OF 
GEOGRAPHY. 

1.  To  see  in  the  beginning  work  that  the  pupil  gets  the 

thought  from  the  printed  page. 

2.  To  teach  thoroughly  home  geography. 

3.  To  teach  the  young  pupil  only  what  he  can  under- 

stand and  postpone  more  difficult  points  till  later 
in  the  course. 

4.  To  give  him  the  experiences  upon  which  acU  geogra- 

phy is  based. 

5.  To  enlarge  his  experience  and  give  him  an  idea  of 

things  outside  his  own  locality. 
G.     To  cause  him  to  see  the  relation  of  geography  to 
human  life  and  comfort. 

7.  To  keep  in  view  the  leading  or  important  facts. 

8.  How  best  to  teach  the  difficult  subjects  in  geography. 

9.  To  increase  the  pupil's  power  to  reason  and  think. 

10.  To  lead  him  to  see  the  relation  between  physical 

features  and  political  divisions. 

11.  To  teach  him  to  use  good  judgment  in  drawing  con- 

clusions. 

12.  To  teach  him  to  draw  logical  conclusions. 

13.  To  make  vivid  descriptions. 

14.  To  make  clear  explanations. 

15.  To  produce  accurate,  definite,  individual  notions. 
l(i.     To  aid  the  pupil  in  understanding  definitions. 

1.7.     To  enable  him  to  interpret  definitions  in  terms  of 
his  own  experience. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  177 

18.  To  assist  him  in  formulating  definitions. 

19.  To  know  what  old  ideas  to  recall  as  foundation  for 

new  knowledge. 

20.  To  cause  the  pupil  to  see  the  relation  between  old 

and  new  topics. 

21.  To  give  him  a  realization  of  the  value  of  things. 

22.  To  help  him  to  gain  correct  ideas  from  illustrations. 

23.  To  lead  him  to  understand  the  use  and  value  of  maps. 

24.  To  lead  him  to  see  quickly  the  essential  points  on  a 

map. 

25.  To  teach  him  to  draw  maps  well. 

26.  To  lead  him  to  recognize  the  familiar  in  pictures  or 

lessons. 

27.  To  teach  chalk  modeling  so  that  the  pupil  will  use 

blackboard  illustration  freely. 

28.  How  to  stimulate  to  further  investigation. 

29.  To  urge  the  pupil  to  search  for  historical  and  literary 

references. 

30.  To  teach  him  to  be  observant  of  articles  that  appear 

in  periodicals  relative  to  geography. 

31.  To  teach  the  use  of  the  encyclopedia  and  dictionary 

in  connection  with  the  subject. 

32.  To  interest  the  pupil  in  taking  such  possible  excur- 

sions as  will  be  helpful  in  geographical  work. 

33.  How  to  conduct  an  excursion  successfully. 

34.  How  to  obtain  definite  results  from  an  excursion. 

35.  How  to  overcome  objections  to  them. 

36.  How  to  use  the  sand  table  and  sand  pans  to  advan- 

tage. 

37.  How  to  correlate  other  subjects  with  geography  in 

a  judicious  manner. 

38.  How  to  make  the  correlation  between  History  and 

Geography  especially  strong. 

39.  In  what  order  to  assign  lessons. 

12 


178  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

40.  To  gather  material  of  all  kinds  that  will  make  the 

study  of  geography  as  broad  as  possible. 

41.  How  to  procure  material  for  a  cabinet. 

42.  How  to  use  this  material  to  the  best  advantage. 

43.  To  learn  where  to  obtain  helps. 


PART  V.    HISTORY, 


CHAPTER  XXV. 

Questions  on  McMurry's  Special  Method  in  History. 

1.  What  is  the  educational  value  of  history? 

2.  At  what  age  would  it  be  psychological  to  suppose 

that  a  child  would  be  interested  in  history? 

3.  Before   the   serious   study  of  history  is   attempted, 

what   is  the   first  historical  direction  the   child's 
mind  takes? 

4.  What  seven  exclusions  would  the  author  make  for 

grammar  grade  history? 

5.  What  are  the  reasons  for  each  exclusion? 

6.  What  subjects  are   better  understood   through   the 

study  of  history? 

7.  What  epochs  have  marked  attractiveness  for  young 

people  ? 

8.  Which  topics  show  continuous  development? 

9.  What  four  reasons  are  given  why  American  history 

has  an  educative  value? 

10.  What  place  should  be  given  to  the  studj^  of  European 

as  compared  with  American  history? 

11.  What  epochs  of  European  history  should  be  studied? 

12.  What    characters    of   European    history    who    have 

taught  the  world  commanding  lessons  should  be 
studied  ? 

13.  Why  should  the  pupil  study  biography? 


180  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

14.  What  biographies  should  he  study? 

15.  What  biographies  should  be  selected  which  sum  up 

important  political  events? 

16.  How   may   all   the   important   events   of   an   entire 

period  be  brought  out  through  the  study  of  one 
man's  life? 

17.  W^hat  life  would  you  select  for  such  study? 

18.  Why  is  unusually  rich  material  in  the  way  of  biog- 

raphies found  in  our  nation? 

19.  What  studies  preparatory  to  history  should  be  taught 

in  the  three  Primary  grades? 

Fourth  and  Fifth  Grades. 

20.  In  what  grades  should  the  regular  course  in  history 

begin? 

21.  What  two  considerations  should  control  in  selecting 

material  for  study? 

22.  What  background  should  be  kept  clearly  in  mind  ? 

23.  What  portion  of  history  is  best  suited  to  beginners? 

24.  Why? 

25.  What  two   limits  should  be  observed   in  selecting 

stories  for  these  grades? 

26.  How  does  the  pioneer  history  of  our  country  com- 

pare with  that  of  other  countries? 

27.  Has. pioneer  life  in  this  country  ended? 

28.  What  are  four  reasons  why  children  should  not  be 

left  to  themselves  in  selecting  history  stories? 

29.  How  should  history  stories  be  presented  in  the  fourth 

and  fifth  grades? 

30.  AVhat  should  be  taken  into  consideration  when  choos- 

ing a  story? 

31.  What  are  the  advantages  of  the  oral  treatment  of 

the  story? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  181 

32.  What  qualities  does  the  teacher  employ  in  present- 

ing the  story? 

33.  Of  what  value  is  a  vivid  imagination  in  the  teaching 

of  history? 

34.  How  can  a  pupil  be  made  to  re-live  the  past? 

35.  Why  is  it  of  value  in    story    telling    to    know    the 

experiences   through   which   the   town   in   general 
and  pupils  in  particular  have  passed? 

36.  Into  what  should  the  story  be  divided? 

37.  How  should  they  be  arranged? 

38.  Why  ask  pupils  questions  during  the  presentation? 

39.  Why  stimulate  pupils  to  question? 

40.  Why  should  the  pupil  reproduce  the  story? 

41.  How  many  reproductions  should  there  be? 

42.  What  will  the  reproduction  show? 

43.  What  should  the  presentation  of  the  story  cultivate 

in  the  pupil  ? 

44.  What  should  be  the  teacher's  attitude  during  the 

reproduction  work? 

45.  What  may  the  teacher  find  it  necessary  to  do  after 

the  reproduction? 

46.  Why  should  an  outline  of  the  main  topics  of  the 

story  be  placed  upon  the  board  as  the  story  pro- 
gresses ? 

47.  Why  should  outlines  of  stories  presented  be  kept  by 

the  pupil?    What  use  should  be  made  of  the  blank- 
book  work  here? 

48.  How  teach  the  moral  lessons  to  be  gained  from  the 

story  ? 

49.  Is  the  moral  benefit  of  a  proper  teaching  of  these 

materials  clear  and  positive? 

50.  Should  a  story  be  repeated  in  successive  grades? 

51.  What  aids  may  be  employed  to  enhance  the  presen- 

tation of  the  story? 


182  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

52.  What  stories  may  be  told  in  the  fourth  and  fifth 

grades  ? 

53.  In  the  sixth  grade? 

54.  In  the  seventh  grade? 

55.  In  the  eighth  grade? 

56.  What  is  meant  by  the  pivotal  points  in  a  story? 

57.  What  are  six  difficulties  which  confront  the  teacher 

in  presenting  the  story? 

58.  What  is  the  reason  for  each  difficulty  presented? 

59.  What  is  meant  by  a  problem  in  history? 

60.  Of  what  value  are  these  problems  to  the  pupil? 

61.  What  is  meant  by  the  theorizing  activity? 

62.  What  is  the   comparison  between  the  problems  in 

arithmetic  and  those  in  history? 

63.  How  does  the  mental  discipline  gained  by  history 

compare  with  that  gained  by  mathematics? 

64.  What  is  the  teacher's  part  in  connection  with  history 

problems? 

65.  What  part  does  geography  play  in  the  presentation 

of  a  story? 

66.  Of  what  value  are  comparisons  in  history? 

67.  What  comparisons  may  be  drawn? 

68.  What  men's  lives  may  be  profitably  compared? 

Sixth  Grade. 

69.  What  topics  should  be  considered  in  the  sixth  grade 

in  history? 

70.  Why? 

71.  What  six  reasons  are  given  why  the  topics  selected 

for  the  sixth  grade  are  not  loo  difficult  for  the 
pupil  ? 

72.  What  is  the  epitome  method? 

73.  Wliy  does  the  author  condemn  it? 

74.  What  should  be  substituted  for  it? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  183 

75.  What  lives  are  worthy  of  descriptive  and  dramatic 

treatment  ? 

76.  Why  should  a  life  like  that  of  Benjamin  Franklin 

be  fully  taught? 

77.  How  should  such  a  biography  be  treated? 

78.  What  leading  topics  from  the  lives  of  the  common 

people  should  be  studied? 

79.  How  may  a  biography  of  some  leading  man  of  the 

times  be   worked   out   from   the   historical   stand- 
point ? 

80.  Why  should  chronological  and  causal  sequence  be 

observed? 

81.  What  topics  may  be  so  treated? 

82.  What  is  meant  by  source  materials? 

83.  Where  may  they  be  found? 

84.  When  should  the  pupil  begin  to  acquire  the  ability 

to  study  different  texts  and  look  up  references? 

85.  What  may  prove  the  ruin  of  history  teaching? 

Seventh  Grade. 

87.  What  topics  should  the  seventh  grade  pupil  study? 

88.  Why? 

89.  Why  does  care  need  to  be  exercised  in  dealing  with 

the  subject  of  the  reformation? 

90.  In  what  country  should  Puritanism  be  studied? 

91.  Why? 

92.  In  what  country  should  the  French  be  studied? 

93.  What  is  meant  by  discussing  a  few  important  topics 

with  a  wealth  of  detail? 

94.  What  texts  are  helpful  in  presenting  a  few  import- 

ant topics   and   clothing  them  with   a  wealth  of 
detail? 

95.  What  is  meant  by  the  teacher's  being  both  a  phil- 

osopher and  a  poet? 


184    A  GUIDE  TO  THE  TEACHER'S  MASTERY  OP  TEXTS 

96.  Why  is  Burke's  Conciliation  speech  helpful  in  the 
work  for  this  grade? 

Eighth  Grade. 

97.  What  is  the  theme  of  eighth  grade  history? 

98.  What  topics  bring  out  this  theme? 

99.  Why  is  each  of  these  topics  particularly  interesting? 

100.  What  topics  have  dramatic  and  picturesque  phases? 

101.  Should   events  in   history   be  studied  as  separate 
facts? 

102.  In  its  broadest  sense  what  is  history? 

108.     Which  topics  have  a  continuous,  chronological  and 
causal  sequence? 

104.  Which  topics  may  be  especially  interesting  in  this 

grade  if  studied  comparatively? 

105.  Upon  what  typical  biographies  may  a  large  share 
of  eighth  grade  work  be  based? 

106.  Why  might  a  study  of  the  biographies  of  inventors 
be  interesting  at  this  point? 

107.  What  biographies  of  inventors  and  scientific  men 
may  be  studied  with  interest? 

108.  Why  study  the  lives  of  benefactors? 

109.  What  benefactors  should  be  studied? 

110.  What  must  be  the   intellectual  equipment  of  the 
successful  teacher  of  history? 

111.  What    historical    material    besides    that    which    is 
printed  does  the  Committee  of  Seven  recommend? 

112.  How  may  geography  be  correlated  with  history? 

113.  How  may  literature  be  correlated  with  it? 

114.  How  may  natural  science  be  correlated  with  it? 

115.  What  bearing  has  manual  training  upon  the  teach- 
ing of  history? 

116.  What  bearing  has  drawing  upon  the  teaching  of 
history  ? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  185 

117.  How  may  historical  paintings  have  a  distinct  edu- 

cational value  in  this  subject? 

118.  When  may  the  pupil  begin  supplementary  reading? 

119.  What  points  of  defense  are  given  for  the  author's 

course  of  study? 

120.  What  are  the  seven  reasons  given  for  making  Amer- 

ican history  the  chief  basis  and  backbone  of  each 
grade  from  the  fourth  year  on? 

121.  What  are  the  six  reasons  given  for  including  Euro- 
pean history  in  the  course? 

122.  What  seven  reasons  are  given  for  the  re-enforce- 

ment   of    history    through    choice    readings  from 
American  and  European  literature? 

123.  Why  should  the  pupil  not  be  taught  myths? 

124.  AVhat  scenes  in  history  may  be  dramatized? 

125.  What  problems  confront  the  teacher  of  history? 


18G    A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 


CHAPTER  XXVI. 

OUTLINE  FOR  THE  STUDY  OF  HISTORY  TEXTS  IN 
THE  GRADES. 

V.  Preface. 

a.  Number  of  pages? 

b.  Comparative  length? 

c.  Main  heads? 

d.  Are  they  definitely  brought  out  ? 

e.  Comprehensive  ? 

f.  Does  it  state  the  purpose  for  which,  the  book 
was  written? 

g.  Does  it  contain  acknowledgment  of  permission 
to  publish? 

a.     Where  found? 

1.  Preface? 

2.  Close  of  selection? 

VI.  Introduction. 

a.     Comparative  length? 

VII.  Contents. 

a.  Number  of  selections? 

b.  Title  of  selection  included? 

c.  Page  where  found? 

d.  Arrangement 

1.  According  to  page? 

2.  Topical? 

VIII.  Hints  for  Teachers. 

a.  Where  found? 

b.  Helpful? 

c.  Sufficient  number? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  187 

IX.    Material  of  Text. 

A,  Norse  Stones — 

What  stories  are  related  in  this  text  concerning: 

a.  Myths  ? 

b.  A  search? 

c.  A  wooing? 

d.  A  struggle? 

e.  A  journey? 

f.  A  death? 

g.  A  punishment? 

B,  The  Story  of  the  Chosen.  People — 

What  is  recorded  in  this  history  concerning: 

a.  The  creation? 

b.  Forbidden  fruit? 

c.  A  murder? 

d.  A  birth? 

e.  A  death? 

f .  Dreams  ? 

g.  Prophecies? 
h.  A  conquest? 
i.  A  siege? 

j.  A  defeat? 

k.  A  deluge  ? 

1.  A  sacrifice? 

m.  The  plagues? 

n.  The  Red  sea? 

0.  The  walls  of  Jericho? 

p.  A  wonderful  friendship? 

q.  Seven  kings  of  Israel? 

r.  The  ark? 

s.  Miracles? 

t.  The  life  of  David? 

u.  Several  prominent  biblical  characters? 

V.  The  captivity  of  Israel? 


188  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OP  TEXTS 


J), 


w. 

The  destruction  of  Jerusalem? 

The 

Story  of  the  Greeks — 

Wha 

t  is  recorded  in  this  history  concerning: 

a. 

Lessons  of  perseverance? 

b. 

Of  courage? 

c. 

Of  patriotism? 

d. 

Of  virtue  ? 

e. 

Two  notable  characters? 

f. 

Wars? 

g- 

Laws? 

h. 

Games  ? 

i. 

Tyrants  ? 

J 

A  blind  poet? 

k. 

A  noted  orator? 

1. 

Deaths? 

m. 

Defeats? 

n. 

Retreats  ? 

0. 

Conquests  ? 

p. 

A  noted  friendship  between  two  men? 

q. 

The  Gordian  knot? 

r. 

A  king  and  his  steed? 

s. 

A  Spartan  boy? 

t. 

Thermopylae  ? 

u. 

Which  of  these  stories  have  become  classics? 

The 

Story  of  the  Romans — 

What  is  recorded  in  this  history  concerning: 

a. 

The  founding  of  Rome  ? 

b. 

Sieges  ? 

c. 

Battles? 

d. 

A  defeat? 

e. 

Conquests  ? 

f. 

Destructions? 

g. 

Triumphs  ? 

h. 

A  revolt? 

AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  189 

i.  A  conspiracy? 

j.  Strange  signs? 

k.  Oracles? 

1.  Prophesy  ? 

ni.  Deaths? 

n.  Cruel  emperors? 

0.  Kings? 

p.     A  queen? 

q.     A   noted   friendship   existing   between   a   man 

and  a  woman? 
r.     The  life  of  one  of  the  wonderful  men  of  the 

world  ? 
s.     An  inventor? 
t.     A  famous  river  crossed? 
u.     One  man  who  kept  an  army  at  bay? 
V.     Which  of  these  stories  have  become  classics  ? 
E,     The  Story  of  the  English — 

What  is  recorded  in  this  history  concerning: 

a.  A  revolt? 

b.  Wars? 

c.  Conquests  ? 

d.  Field  of  the  Cloth  of  Gold? 

e.  Deaths? 

f .  Murders  ? 

g.  A  noted  plot  ? 

h.     A  terrible  massacre  ? 

i.     Queens  ? 

j.      A  tiny  queen? 

k.     Queen  Victoria? 

1.  The  Elizabethan  age? 
m.    Two  pretenders? 

n.     Kings  ? 

o.     A  boy  king? 

p.     A  prince? 


190  A  GUIDE  TO  THE  TEACHERS  MASTERY  OP  TEXTS 

q.  A  king's  wives? 

r.  A  king  and  cakes? 

s,  A  king  and  a  spider? 

t.  The  age  of  chivalry? 

u.  A  coronation  stone? 

V.  Parliament  ? 

w.  Adventures  ? 

X.  A  faithful  minstrel? 

y.  What  particular  period  in  English  history  is 

covered  by  this  text? 

z.  Which  of  these  stories  have  become  classics? 

V.     Stary  of  the  TMrteem  Colonies — 

a.  Of  what  period  in  our  country's  existence  does 
this  history  treat? 

What  is  recorded  in  this  history  concerning: 

b.  The  beginning  of  our  country? 

c.  Incidents  in  the  life  of  a  great  discoverer? 

d.  A  noted  ship? 

e.  A  noted  rock  ? 

f.  A  religious  sect? 

g.  Wars  ? 

h.  Sea  fights? 

i.  A  rebellion? 

j.  A  defeat? 

k.  Surrenders? 

1.  Incidents  in  the  life  of  our  first  president? 

m.  A  famous  tree? 

n.  A  tax? 

o.  A  tea  party? 

p.  A  noted  declaration? 

q.  A  winter  of  suffering? 

r.  A  traitor? 

s.  A  swamp  fox? 

t.  A  spy? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  191 

G.     The  Story  of  the  Great  Republic — 

a.  What  period  in  our  history  does  it  cover? 
What  is  recorded  in  this  history  concerning: 

b.  The  Constitution? 

c.  Our  first  President? 

d.  Some    of   the    remarkable    inventions    of    this 
period  ? 

1.     What  was  the  effect  of  each  upon  the 
country? 

e.  The  Star  Spangled  Banner? 

f .  Land  bought  by  the  United  States  at  this  time  ? 

g.  Riots? 
h.     Raids? 

i.  A  noted  raid? 

j.  Wars? 

k.  A  noted  statesman? 

1.  California  at  this  period? 

m.  World's  fairs? 

n.  Our  first  martyred  President? 

0.  Another  martyred  President? 
p.  An  underground  railway? 

q.     The  establishment  of  communication  between 
the  United  States  and  Europe  at  this  time  ? 

H.     Nmrnes  of  the  Sovereigns  of  Europe  in  rhyme  f 

I.     Genealogical  Table  of  English  Sovereigns? 

J.     Names  of  the  Presidents  of  the    United  States  in 

rhyme? 
K.     Notes  on  Norse  Mythology? 
L.     Arrangement. 

1.  Are  subjects  grouped  because  of  the  relation 

of  thought? 

2.  Have  the  most  interesting  topics  of  a  nation's 

history  been  selected? 


Jf' 


192    A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

3.  Are  they  selections  which  will  aid  the  pupil  in 

the  interpretation  of  his  own  life? 

4.  How  nearly  is  the  material  brought  down  to 

date? 

X.  Explanatory  Notes. 

a.  Comparative  number? 

b.  Lengthy? 

c.  Clear? 

d.  Confusing? 

e.  In   different   type? 

f.  On  obscure   passages? 

g.  Allusions  to  similar  passages? 

h.     Section  to   which   notes   refer   carefully  indi- 
cated ? 
i.      Poems  included  to  throw  light  upon  the  text? 

XI.  Illustrations. 

a.  List  of  illustrations? 

1.  Comparative  length? 

2.  Well  paged? 

b.  Number? 

c.  Quality? 

1.  Fine? 

2.  Medium? 

3.  Poor? 

d.  Educative  ? 

e.  Reproductions  of  famous  masterpieces? 

f.  Artist's  name  mentioned? 

g.  Historical? 

h.     Where   found? 

1.  On  title  page? 

2.  At  beginning  of  article? 

3.  Interspersed  through  text? 
i.      Head  pieces? 

1.     Number?  ; 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  J 03 

2.     Quality? 
j.      Tail  pieces? 

1.  Number? 

2.  Quality? 

XII.  Maps. 

a.  Of  what  localities  found? 

b.  Comparative  number? 

c.  Comparative  size? 

cl.  Contain  only  essentials? 

e.  Contain  details? 

f.  Clearly  printed? 

g.  List  of  maps? 
h.  Artistic  ? 

i.  Colored? 

j.  Uncolored? 

k.  Enlarged  maps  of  cities? 

1.  AVell  paged? 

XIII.  Division  into  Subjects. 

a.  Well  divided? 

b.  Poorly  divided? 

XIV.  Grading  of  Subjects. 

a.  Well  graded? 

b.  Poorly   graded? 

c.  No  attempt  at  gradation? 

XV.  Degree  of  Difficulty. 

a.  Sufficiently  difficult? 

b.  Too  difficult? 

c.  Not  difficult  enough? 

XVI.  Print. 

a.     Size? 

1.  Large? 

2.  Small? 

3.  Clear? 


13 


l'J4  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 


XVII. 


4.  Attractive  ? 

5.  Marked  difference  in  type? 
Quality  of  Paper. 

a.  Fine  ? 

b.  Medium? 

c.  Poor? 
XVIII.    Index. 

Number  of  pages? 

Alphabetically  arranged  ? 

Combined  with  pronouncing  vocabulary? 

Concise  explanation  included  with  word? 

A  few  words  indicative  of  what  the  nature  of 

the  reference  may  be? 
f.      Important  subjects  worked  out  fullj^? 
Reference  books. 

a.  Number  of  pages? 

b.  Divided  into  heads? 
For  what  age? 
For  what  grade? 
Favorable  criticisms? 
Unfavorable  criticisms? 
Problems  before  the  teacher? 
Psychological  aspect  of  history? 


a. 
b. 
c. 
d. 
e. 


XIX. 


XX. 

XXI. 

XXII. 

XXIII. 

XXIV. 

XXV. 


AND  AIDS  LN  ELEMENTARY  INSTRUCTION.  195 


CHAPTER  XXVII. 

REVIEW  QUESTIONS  ON  HISTORY  TEXTS 
EXAMINED. 

i 

1.  Which  has  the  most  artistic  cover? 

2.  Which  is  the  most  typical  of  the  age  and  the  subject 

treated  ? 

3.  Which  has  the  longest  preface? 

4.  Which  the  shortest? 

5.  W^hich,  in  your  judgment,  is  best? 

G.     Which    contain    acknowledgment    of   permission    to 
publish  ? 

7.  Which  has  an  introduction? 

8.  Which  has  the  longest  table  of  contents? 

9.  Which  the  shortest? 

10.  In  which  are  subjects  having   relation  in   thought 

grouped? 

11.  Which  ha\e  hints  for  teachers? 

12.  Which  has  the  best? 

13.  Which  contain  classics? 

14.  Which  has  the  most? 

15.  What  subjects  are  found  all  through  most  of  the 

texts? 

16.  What  are  the  names  of  ten  noted  men  found  in  these 

histories  ? 

17.  AVhat  ten  of  the  most  famous  battles  are  recorded 

here? 

18.  What  six  victories? 

19.  What  triumphs? 

20.  What  six  defeats? 


196  A  GUIDE  TO  THE  TEACHERS  MASTERY  OF  TEXTS 

21.  What  surrenders? 

22.  What  ten  noted  generals  are  mentioned  here? 

23.  What  naval  battles? 

24.  What  traitors? 

25.  What  six  noted  kings? 

26.  What  six  noted  queens? 

27.  What  instances  of  perseverance  are  found  here  ? 

28.  Of  courage? 

29.  Of  patriotism? 

30.  Of  virtue? 

31.  Of  bravery? 

32.  Of  tyranny? 

33.  Of  cruelty? 

34.  Of  suffering? 

35.  What  noted  orators  are  mentioned? 

36.  What  noted  poets? 

37.  What  friendships  so  noted  that  modern  attachments 

are  compared  to  them? 

38.  What  inventors  are  recorded  here? 

39.  What  inventions? 

40.  Which  has  a  list  of  illustrations? 

41.  Which  have  copies  of  famous  masterpieces? 

42.  Which  has  the  names  of  artists  indicated? 

43.  Which  has  a  model  of  Herod's  temple? 

44.  In  which  are  there  head  pieces? 

45.  In  which  tail  pieces? 

46.  Which  has  the  finest  illustrations? 

47.  Which  have  maps? 

48.  Which  have  uncolored  maps? 

49.  Which  has  the  best  uncolored  maps? 

50.  Which  have  colored  maps? 

51.  Which  has  the  best  colored   maps? 

52.  Which  has  enlarged  maps  of  cities? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  197 

53.  Which  has  maps  indicating  conditions  existing  long 

ago? 

54.  In  which  is  the  print  most  attractive? 

55.  Which  has  the  longest  index? 

56.  Which  the  shortest? 

57.  Which  indexes  contain  a  key  to  pronunciation? 

58.  Which  have  important  subjects  worked  out  fully  in 

the  index? 

59.  Which  include  a  concise  explanation  of  the  word? 

60.  Which  has  the  best  index? 

61.  Which  have  explanatory  notes? 

62.  Which  has  a  chronological  table? 

63.  Which  have  the  names  of  rulers  in  rh.yme? 

64.  In  which  are  there  references  to  other  books? 


108    A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 


CHAPTER  XXVIII. 

PROBLEMS  WHICH  CONFRONT  THE  TEACHER  OP 
HISTORY  IN  THE  GRADES. 

How  the  teacher  may  constantly  broaden  his  own 
knowledge  so  as  to  be  a  source  of  inspiration  to  his 
pupils. 

To  travel,  if  possible,  so  that  historical  events  may  be 
described  by  means  of  places  actually  seen. 

How  to  awaken  at  first  the  pupil's  desire'  to  study 
history. 

How  to  awaken  his  imagination. 

How  to  describe  most  graphically. 

How  to  vivify  the  past,  so  as  to  cause  the  pupil  to  re- 
live it. 

To  decide  what  topics  to  teach  in  the  different  grades. 

What  literature  to  select  that  will  appeal  to  pupils  of  a 
particular  grade. 

To  decide  which  are  major  and  which  minor  points  in 
history. 

To  decide  what  subjects  in  European  history  to  select 
that  will  bear  most  directly  upon  American  history,  and 
be  of  most  interest  to  the  pupil. 

How  best  to  study  the  individual  experiences  of  pupils 
so  that  in  the  presentation  of  subjects  the  teacher  will 
know  to  what  to  appeal  in  the  pupil,  and  upon  what 
foundation  he  has  to  build. 

How  to  make  a  good  geographical  background  for 
history. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  199 

How  to  teach  the  pupil  to  investigate  for  himself  and 
not  simply  rely  upon  the  teacher's  statement. 

How  to  teach  him  the  philosophy  that  underlies  the 
study  of  history  and  aid  him  in  philosophizing? 

To  decide  which  are  the  best  biographies  to  place  before 
him. 

How  to  bring  out  the  events  of  an  entire  period  through 
the  study  of  the  life  of  one  man. 

What  life  to  select  for  such  a  study. 

How  to  bring  out  the  many-sidedness  of  a  character 
like  Benjamin  Franklin's. 

How  best  to  teach  pioneer  life. 

To  teach  pupils  to  emulate  the  lives  of  great  men  and 
women. 

How  to  induce  the  pupil  to  master  the  facts  of  history 
before  class  so  that  the  recitation  period  may  be  employed 
with  discussion  of  principles,  causes  and  effects. 

How  to  make  the  best  possible  presentation  of  the 
story. 

To  know  what  aids  to  employ  to  intensify  the  interest 
in  the  story. 

Plow  to  make  history  more  vivid  by  means  of  com- 
parisons. 

To  decide  what  lives  and  incidents  to  compare  to  the 
pupil's  best  advantage. 

How  much  attention  to  give  to  chronology. 

What  dates  to  teach  the  pupil. 

How  to  place  before  him  problems  that  will  appeal  to 
him  to  solve  and  that  will  demand  effort  proportionate 
to  his  abilities. 

How  to  state  conditions  plainly  when  presenting  a 
problem. 

How  to  train  the  pupil's  reasoning  power. 


200  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

How  to  teach  him  to  exercise  his  theorizing  activity 
in  a  rational  manner. 

How  to  keep  him  from  saying  nonsensical  things  when 
theorizing. 

How  to  train  his  judgment. 

How  to  teach  him  to  estimate  probabilities. 

How  to  teach  him  to  weigh  arguments. 

How  to  deal  with  subjects  in  which  there  may  be 
decided  differences  of  opinion  in  an  impartial  and  un- 
pre judicial  manner. 

How  to  cultivate  in  the  pupil  fair-mindedness  and 
honesty. 

How  to  correlate  geography  and  literature  when  teach- 
ing history. 

Where  to  find  subject  matter  that  will  correlate  w^ith 
history. 

How  to  get  material  for  supplementary  reading  and 
reference  work  where  school  and  town  have  not  good 
libraries. 

How  to  incite  the  pupil  to  do  supplementary  reading. 

How  to  teach  history  so  that  it  may  not  be  simply  a 
vast  number  of  separate  facts. 

How  to  teach  the  great  moral  lessons  to  be  gained 
from  history. 

How  to  conduct  the  recitation  so  that  it  may  not 
degenerate  into  dull  routine. 

How  to  make  the  pupil  really  work  and  not  be  simply 
a  listener  in  the  history  lesson. 

How  to  teach  him  ideal  citizenship. 

How  to  teach  patriotism. 

How  not  to  teach  ultra-patriotism. 

How  to  teach  the  comparison  of  the  old  and  new 
methods  of  travel  interestingly. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  201 

How  to  make  use  of  local  polities  and  familiar  experi- 
ences in  illustrating  difficult  subjects. 

How  to  present  the  subject  of  taxes  practically. 

How  to  present  the  subject  of  banking  in  an  intelligent 
manner. 

How  to  teach  the  comparison  of  the  effect  of  inventions 
upon  each  other. 

How  to  make  the  lives  of  inventors  interesting. 

What  devices  to  use  in  teaching  history. 

How  to  use  the  blackboard  to  advantage. 

What  historical  pictures  to  show  the  pupil. 

How  to  intensify  interest  by  the  judicious  use  of  illus- 
trations from  art. 

To  show  lantern  slides  illustrating  points  of  interest 
if  possible. 

To  have  the  class  visit  museums,  old  buildings,  monu- 
ments and  places  of  interest. 

How  much  construction  work  to  teach  in  connection 
with  history. 

How  to  present  the  subject  in  so  delightful  a  manner 
that  the  pupil  will  ever  afterward  become  a  student  and 
a  lover  of  history. 


PART  VI      SPELLING, 


CHAPTER  XXIX. 
SPELLING. 

The  Educational  Value  of  Spelling. — Someone  has  said 
that  it  is  no  crime  to  be  a  poor  speller  nor  is  it  any  par- 
ticular credit  to  be  a  good  speller. 

It  is  a  part  of  ''the  culture  that  marks  the  man  of 
letters"  and  yet  it  is  not  thought  to  have  the  educational 
value  accorded  to  some  subjects. 

Says  Roark :  ' '  There  is  no  test  of  literacy  or  illiteracy 
quite  so  rigidly  applied  as  the  test  of  ability  to  spell." 

McMurry,  in  his  Method  of  the  Recitation,  states  that, 
*'it  is  not  a  full  study,"  and  again,  "spelling  fails  to 
receive  the  respect  accorded  to  other  studies." 

Dr.  Gordy  says,  ''the  child  recalls  the  correct  spelling 
of  the  word  by  a  dead  heave  of  mechanical  memory." 

How  Does  Spelling  Compare  in  Value  With  Arithmetic, 
Geography  and  History? — The  educational  value  that  is 
derived  from  a  study  like  spelling  is  not  at  all  comparable 
to  that  derived  from  a  branch  like  arithmetic,  geography 
or  history. 

In  the  last  mentioned  subjects,  principles,  generaliza- 
tions and  underlying  truths  can  be  sought  such  as  cannot 
be  found  in  a  subject  like  spelling. 

A  generalization  formed  in  a  subject  like  geography 
may  lead  to  a  broader  generalization  and  that  in  turn 


204    A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

may  lead  to  a  still  broader  one,  but  no  such  opportunity 
is  offered  in  spelling. 

McMurry  says:  "Its  want  of  reliable  rules  deprives  it 
of  scientific  content  and  it  is  regarded  bj^  many  persons 
as  an  evil,  though  a  very  necessary  one." 

Another  has  said,  that  if  the  child  forgets  the  spelling 
of  a  word,  there  is  nothing  in  which  the  judgment  can 
help  to  set  him  right. 

In  view  of  all  this,  education  demands  that  the  cultured 
man  be  able  to  spell  correctly. 

What  Good  Results  From  the  Study  of  the  Subject? — 
I.  Fitch  says:  "Every  new  word  which  we  thus  add  to 
a  child's  store,  is  a  new  instrument  of  thought  and  does 
something  to  widen  the  horizon  of  his  understanding." 

II.  Correct  spelling  indicates  a  certain  kind  of  edu- 
cation. 

III.  It  commands  respect  from  others. 

IV.  It  trains  a  peculiar  kind  of  memory  which  is  not 
used  in  other  studies,  however. 

V.  It  aids  in  pronouncing  a  word  correctly.  He  who 
mispronounces  is  often  ignorant  of  the  correct  spelling  of 
the  word. 

VI.  It  aids  in  distinct  articulation. 

VII.  There  is  a  feeling  of  conscious  power  that  comes 
from  the  mastery  of  even  a  minor  subject  like  spelling. 

Does  It  Develop  the  Reasoning  Power? — While  the 
reasoning  power  may  not  be  called  forth  in  a  branch 
like  the  one  under  discussion  as  in  some  subjects,  yet  it 
does  develop  it  to  a  degree. 

The  old-fashioned  way  of  spelling  the  word  by  pro- 
nouncing it  before  and  after  spelling,  and  pronouncing 
each  syllable  when  spelled  and  repronouncing  the  sylla- 
bles previously  spelled,  contained  a  certain  kind  of  logical 
training. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  205 

The  modern  method  contains  some  logic,  though  not 
quite  so  much.  If  a  new  word,  as  ''orthographically,"  is 
pronounced  to  the  child,  he  tries  to  spell  it  because  he 
recognizes  the  root  word,  graph,  knows  how  to  spell  the 
prefix  and  suffix,  guesses  at  the  letters  needed  to  join 
the  syllables  and  usually  forms  the  correct  combination. 

He  uses  a  certain  kind  of  reasoning  power  also  in  apply- 
ing the  few  rules  and  exceptions  which  it  is  wise  for  him 
to  learn. 

What  Classes  of  People  Need  Spelling  Most? — Teachers, 
professional  people,  all  whose  writings  come  before  the 
public  eye,  as  authors,  editors,  proof-readers,  book- 
keepers and  type-writers,  are  some  of  the  people  who 
especially  need  to  know  how  to  spell. 

Why  is  Such  Stress  Laid  Upon  Spelling  in  the  Normal 
School? — Stress  is  laid  upon  spelling  in  the  normal  school 
because : 

I.  The  education  of  the  graduate  should  be  such,  even 
in  a  subject  like  spelling,  as  will  reflect  credit  upon  the 
standard  of  the  institution. 

II.  The  teacher  should  be  a  model  for  her  pupils. 

III.  She  should  be  able  to  correct  the  pupil's  work 
with  great  exactness. 

IV.  However  lacking  other  people  may  be  the  teacher 
is  supposed  to  be  perfection  in  every  particular  and  would 
command  more  respect  from  both  pupil  and  patron  if 
she  was  not  deficient  in  this  branch. 

Spelling  in  the  Grades  and  in  the  High  School. — The 

beginning  lessons  in  spelling  should  be  taught  in  connec- 
tion v/ith  sight  writing,  when  the  pupil  enters  school. 

At  the  point  when  the  child  is  asked  to  spell  the  word 
which  he  has  written  in  imitation  of  the  teacher's  copy, 
his  spelling  lessons  begin. 


2UG    A  GUIDE  TO  THE  TEACHERS  MASTERY  OF  TEXTS 

Many  believe  that  the  child  has  not  completed  his  first 
reader  unless  he  can  recognize  and  spell  all  the  words  it 
contains. 

Perhaps  an  average  number  of  v^ords  for  a  term's  work 
in  the  lower  grades  would  be  between  two  and  three 
hundred. 

Spelling  should  be  taught  in  at  least  six  grades,  if  there 
is  a  separate  period  devoted  to  it. 

Through  the  correction  of  papers  and  exercises  it  is 
practically  taught  in  the  high  school  even  though  no 
separate  period  may  be  given  to  it. 

Roark  says:  "The  orthography  in  all  written  work,  on 
whatever  subject,  in  whatever  grade,  from  the  primary 
through  the  university  should  be  as  carefully  noted  and 
corrected  as  anything  else  in  the  exercises."    ' 

Should  There  be  a  Separate  Lesson  for  Spelling  or 
Should  Each  Written  Lesson  be  a  Spelling  Lesson?— Each 
written  lesson  should  be  a  spelling  lesson  in  the  sense 
that  the  words  misspelled  should  be  marked  and  handed 
to  the  child  to  be  re-written.  He  should  be  marked  down 
for  words  misspelled  in  the  written  exercise  or  in  exam- 
ination in  other  subjects,  for  they  form  a  part  of  the  cor- 
rectness of  the  production. 

Should  Oral  or  Written  Spelling  Be  Taught  Exclus- 
ively?— Neither  oral  nor  written  spelling  should  be  taught 
exclusively  for  the  pupil  needs  both,  but  the  latter  should 
predominate,  because: 

I.  Each  pupil  may  be  tested  on  all  the  words  in  the 
lesson. 

II.  Written  spelling  is  used  all  through  life,  oral  com- 
paratively seldom. 

III.  Roark  says:  ''Written  spelling  gives  a  double 
opportunity  to  imprint  visual  images,  and  it  strengthens 
these  impressions  through  both  ear  and  hand." 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  207 

IV.  Fitch  says:  ''But  after  all,  it  is  to  be  borne  iu 
mind  that  spelling  is  a  matter  for  the  eye,  not  for  the 
ear.  If  it  were  not  that  we  had  to  write,  spelling  would 
be  an  altogether  useless  accomplishment." 

V.  That  which  is  addressed  to  the  eye  is  retained 
longer  than  that  addressed  to  the  ear,  hence  the  impres- 
sion received  from  written  spelling  is  more  permanent 

Roark  says:  ''The  teacher's  drills  in  orthography 
should  be  of  a  nature  to  require  the  pupil  to  observe  con- 
stantly word  forms,  and  he  is  forced  to  exercise  more 
care  than  in  oral  work. 

VI.  The  frequent  use  of  the  familiar  dictation  exer- 
cise is  practically  a  recognition  of  the  fact  that  it  is 
mainly  by  writing  that  spelling  is  taught. 

VII.  The  pupil  is  given  but  one  opportunity  to  spell 
the  word  and  he  is  forced  to  exercise  more  care  than  in 
or^l  work. 

VIII.  He  is  more  careful  in  writing  than  in  spelling 
orally,  because  to  re-write  means  either  waste  of  paper 
or  an  untidy  page. 

IX.  It  gives  the  teacher  opportunity  to  examine  spell- 
ing blanks  at  her  leisure. 

X.  If  blanks  are  exchanged  it  may  teach  the  lower 
grade  pupil  to  be  neater  and  more  correct  in  his  work. 

Oral  spelling,  if  used  at  all,  should  be  studied  in  the 
lower  grades,  as  it  aids  in  clear  enunciation  and  correct 
pronunciation. 

When  the  pupil  spells  the  word  orally  he  should  pro- 
nounce it  first,  make  a  slight  pause  between  the  syllables 
and  pronounce  it  again  at  the  completion  of  the  exercise. 

Text  or  List  of  Words.— The  method  adopted  by  many 
excellent  teachers  is  to  use  a  list  of  words  suited  to 
the  pupil's  grade  which  it  is  necessary  for  him  to  know, 
selected  from  the  subjects  he  is  studying,  as  reading:, 


208    A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

geography,  language  and  history,  placed  upon  the  board 
to  be  studied. 

It  is  not  best  for  the  teacher  to  rely  entirely  upon  her 
own  judgment,  however,  but  it  is  expedient  to  have 
ready  access  not  only  to  one,  but  to  several  texts  from 
which  to  select  words  that  should  be  added  to  the  lists 
she  has  made,  in  case  it  does  not  contain  words  it  is 
important  for  the  pupil  to  know. 

Should  a  List  of  Isolated  Words  be  Taught? — It  is  not 
advisable  to  teach  the  pupil  a  list  of  isolated  words  just 
because  they  happen  to  have  a  sound  in  common.  It  is 
of  much  more  value  to  teach  him  the  word  in  connection 
with  the  sentence  in  which  it  is  contained.  Not  until 
this  is  done  can  it  be  certain  that  the  word  has  really 
become  a  part  of  his  vocabulary. 

Nor  should  he  be  taught  to  spell  words  of  whose  mean- 
ing he  is  ignorant,  for  they  have  no  connection  with  his 
life  and  may  pass  from  memory  nearly  as  soon  as  learned. 

Fitch  says  it  is  unreasonable  to  ''accumulate  the  diffi- 
culties in  a  menacing  and  artificial  column  and  expect 
them  to  be  dealt  with  all  at  once." 

It  is  a  good  plan  to  require  the  pupil  to  write  the  word 
and  the  definition  also.  The  average  pupil  may  with 
profit  use  the  dictionary  in  spelling  at  about  ten  years 
of  age,  to  look  up  the  pronunciation  and  meanings  of 
words  and  learn  the  diacritical  markings. 

If  he  sees  in  printed  or  written  form  first,  some  choice, 
classical  selection  and  it  is  afterwards  dictated  to  him,  it 
may  teach  him  to  spell  correctly  and  serve  to  quicken  his 
interest  in  good  literature. 

He  may  commit  some?  fine  passage  and  write  it  from 
memory  and  thus  a  double  purpose  may  be  gained  as  in 
the  previous  case. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  209 

Should  the  Rules  of  Spelling  Be  Taught?— It  would  not 
be  wise  for  the  pupil  to  learn  all  the  rules  of  spelling, 
for  he  would  not  remember  them  long  enough  to  make  it 
practical,  but  some  of  those  used  most  frequently,  which 
he  would  perhaps  retain  permanently,  might  with  profit 
be  committed  and  repeated  from  memory. 

Should  Spelling  Be  Correlated  With  Other  Studies?— 
Spelling  may  be  correlated  with  such  subjects  as  reading, 
language,  history  and  geography  in  this  wise,  that  in 
connection  with  these  studies  the  pupil  may  be  taught 
some  of  the  words  which  should  form  part  of  his  per- 
manent vocabulary. 

Number  of  Words  to  Pronounce  in  Different  Grades. — 

After  the  work  is  fairly  begun  in  spelling  perhaps  five 
words  is  enough  to  assign  for  one  lesson  in  the  first  grade. 
This  number  may  be  gradually  increased  as  the  child's 
capability  develops  until  in  the  upper  grades  it  reaches 
twenty-five  or  thirty  words. 

Should  the  Child  be  Given  Misspelled  Words  to  Correct? 

— Although  when  spelling  blanks  are  exchanged  the 
pupil  may  correct  his  class-mate's  work,  a  list  of  mis- 
spelled words  to  be  corrected  should  not  be  assigned  him 
as  a  spelling  lesson.  If  from  the  time  when  he  is  able  to 
read,  only  those  words  are  kept  before  him  which  are 
spelled  correctly,  it  is  believed  that  his  tendency  to  spell 
correctly  would  thereby  be  strengthened. 

Should  There  be  a  List  of  Misspelled  Words?— If  there 
are  certain  words  which  are  constantly  misspelled  by 
pupils  they  may  be  placed  upon  the  board  where  they 
can  be  seen  frequently  and  may  be  included  in  the  regular 
lesson  until  they  are  thoroughly  learned. 

Why  Are  We  as  a  Whole  a  Generation  of  Poor  Spellers? 
— The  English  language  is  difficult  to  spell  because  of  its 


210    A  GUIDE  TO  THE  TEACHERS  MASTERY  OF  TEXTS 

conglomerate  nature,  being  derived  from  many  different 
sources,  the  Latin,  the  Greek,  the  French,  the  Spanish, 
the  Italian  and  other  languages. 

While  there  are  rules  which  may  guide  somewhat  in 
determining  the  spelling  of  a  word  there  are  so  many 
exceptions  to  them  that  the  difficulty  is  but  slightly 
lessened. 

Why  Are  People  Poor  Spellers? — Roark  says  that  "no 
one  pardons  a  poor  speller,"  so  that  it  may  be  well  to 
seek  to  find  the  cause  why  people  are  poor  spellers. 

I.  Sarah  Arnold  says  people  are  poor  spellers  because 
they  have  not  an  adequate  sense  of  form. 

II.  Roark  says  that  the  poor  speller  is  he  who  cannot 
form  and  retain  accurate  visual  images  of  words. 

People  are  also  poor  spellers  for  the  following  reasons, 
because : 

III.  Enough  emphasis  has  not  been  placed  upon  the 
subject. 

IV.  There  has  been  no  special  period  devoted  to 
spelling. 

V.  Sufficient  time  has  not  been  spent  upon  it. 

VI.  The  pupil  does  not  pronounce  the  word  distinctly. 
Why  Are  We  as  a  Whole  a  Generation  of  Poor  Spellers? 

— While  there  are  many  notable  exceptions,  it  is  gener- 
ally conceded  that  as  a  generation  we  are  not  the  spellers 
our  parents  were. 

The  curriculum  in  our  parents'  day  did  not  contain 
such  modern  innovations  as  nature  study,  physical  and 
manual  training,  so  that  more  time  could  be  given  to 
each  individual  subject  than  we  are  able  to  spend. 

Roark  believes  that  the  poor  speller  among  the  adults 
of  today  is  partly  the  result  of  the  ignorance  of  the  old 
schoolmaster  who  knew  nothing  of  "visual  images'*  or 
"auricular  images." 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  211 

It  is  not  considered  to  be  a  subject  of  so  much  import- 
ance as  it  once  was  and  so  much  force  has  not  been  spent 
upon  it.  In  both  speaking  and  writing  the  thought  has 
been  emphasized  to  a  marked  degree  and  it  has  been 
taught  that  this  was  of  vastly  more  importance  than  the 
vehicle  which  contained  the  thought. 

Why  Were  Our  Parents  Good  Spellers? — Our  parents 
were  good  spellers  because  in  former  years  it  was 
regarded  as  one  of  the  most  important  subjects  and 
great  stress  was  laid  upon  it. 

In  days  of  old,  a  spelling  book  might  be  found  in  each 
corner  of  the  house,  and  child  spelled  to  child,  to  his 
parents,  or  to  anyone  who  would  listen,  so  eager  was  he 
to  master  Webster's  spelling  book  from  cover  to  cover. 

It  was  his  chief  ambition  to  first  wear  the  honor  of 
being  the  champion  speller  of  the  school,  and  finally  to 
win  the  coveted  prize  at  the  '' spelling  match"  which 
grew  from  local  interest  to  be  one  of  the  most  exciting 
events  in  the  public  life  of  the  country. 

It  is  possible  that  more  attention  was  given  to  the  sig- 
nificance of  the  root  word  and  its  derivatives  than  is 
paid  now,  and  this  may  have  been  conducive  toward 
better  spelling. 

Should  the  Child  Write  the  Misspelled  Word  Twenty- 
five  Times? — While  writing  the  misspelled  word  a  few 
times  may  serve  to  fix  the  correct  spelling  in  the  child's 
mind,  he  should  not  be  required  to  write  it  twenty-five 
times  nor  any  great  number  of  times. 

He  often  writes  it  fairly  well  the  first  two  or  three 
times  and  then  his  penmanship  degenerates  into  a  com- 
paratively meaningless  scrawl  before  the  task  is  finished, 
and  the  thought  uppermost  in  his  mind  is  the  moment 
when  he  will  gain  his  liberty  rather  than  that  of  spelling 
the  word. 


212  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

If  not  watched  when  he  first  begins  operations,  he  some- 
times writes  the  word  incorrectly  and  copies  that  incor- 
rection  the  required  number  of  times. 

Such  unreasonable  demands  make  the  pupil  feel  that 
he  has  suffered  an  imposition,  that  spelling  is  a  bore  and 
the  teacher  a  task  master. 

V7hat  Are  the  New  Movements  in  Spelling? — The  new 

movements  in  spelling  seem  to  be  but  a  revival  of  old 
customs.  It  is  generally  conceded  that  spelling  has  been 
neglected  to  such  a  degree  that  more  study  should  be 
spent  upon  it,  and  so  spelling  matches  are  being  inaug- 
urated in  many  places  and  prizes  given  as  in  days  of  yore. 
Roark  says:  "The  spelling  match,  with  its  captains, 
its  'choosing  out,'  its  stubbornly  fought  contests,  stimu- 
lates the  orthographic  activity  of  the  whole  school,  even 
of  those  who  are  not  engaged  in  the  struggle.'* 

Should  Diacritical  Markings  be  Taught?— To  spell  a 
word  means  to  know  not  simply  the  letters  that  compose 
it,  and  the  order  in  which  they  occur,  but  also  the  sound 
values  of  each  letter  and  its  diacritical  mark. 

This  knowledge  aids  in  pronunciation  and  enunciation, 
which  are  important  components  of  the  spelling  of  the 
word. 

As  a  variation  from  the  regular  work  the  pupil  may 
with  profit  write  the  word  and  indicate  its  diacritical 
markings.  He  may  also  be  required  to  commit  some  of 
the  more  important  rules  for  such  marks.  The  place  for 
teaching  diacritical  marks  thoroughly  and  well  is  in  the 
lower  grades,  but  if  they  have  been  neglected,  spellers 
containing  work  on  this  subject  and  texts  on  orthography 
and  orthoepy  suited  to  pupils  of  the  higher  grades  may 
be  obtained  to  supplement  the  deficiency  in  this  important 
subject. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  213 

How  Should  a  Written  Spelling  Lesson  be  Conducted? 

— The  written  spelling  lesson  may  be  conducted  in  the 
following  manner: 

I.  In  assigning  the  lesson  the  previous  day  be  sure 
that  the  pupil  can  pronounce  the  words  and  that  he 
understands  their  meaning  by  having  him  use  them  in 
sentences. 

II.  Be  certain  that  each  pupil  is  provided  with  writing 
materials  before  the  lesson  begins. 

III.  Make  it  a  rule  to  pronounce  the  word  very  dis- 
tinctly but  once. 

To  pronounce  words  well  is  an  art  which  comes  only 
with  practice. 

IV.  Have  pupils  exchange  papers. 

V.  Have  words  spelled  correctly  while  pupils  mark 
mistakes. 

VI.  Assignment  of  next  lesson. 

Variation  in   Pronouncing   the   Spelling  Lesson. — The 

pronunciation  of  the  spelling  lesson  may  be  varied  in  the 
following  manner: 

I.  The  teacher  may  pronounce  the  entire  lesson. 

II.  A  pupil  who  articulates  distinctly  may  pronounce 
the  lesson.  , 

HI.  Instead  of  pronouncing  one  word  the  teacher  may 
give  several  at  a  time. 

IV.  The  teacher  may  pronounce  the  word,  the  class 
writing  the  word  and  definition. 

V.  The  teacher  may  pronounce  the  word  and  the  class 
may  write  a  sentence  containing  this  word. 

VI.  The  child  may  write  the  words  of  the  lesson  from 
memory. 

Should  Separate  Note-books  be  Used  for  Spelling.— If 

the  pupil  has  a  note-book  devoted  especially  to  spelling, 


214  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

even  though  it  be  inexpensive,  it  may  incite  him  to  keep 
it  neatly,  to  take  pride  in  gaining  high  marks  and  in 
making  no  mistakes  throughout  the  book. 

Suggestions  for  Correcting  Words  During  the  Reci- 
tation Period. — Some  of  the  suggestions  for  correcting 
words  during  the  recitation  period  are  as  follows: 

I.  The  teacher  herself  may  spell  all  the  words  of  the 
lesson. 

II.  A  pupil  may  spell  the  entire  lesson. 

III.  Individual  pupils  may  be  called  upon  by  the 
teacher,  each  spelling  one  word. 

IV.  One  pupil  may  spell  a  word  and  he  in  turn  may 
call  upon  another  pupil  to  spell  another  word  and  so  on 
until  all  the  words  are  spelled. 

The  pupil  may  be  allowed  to  mark  his  own  words  with 
or  without  the  presence  of  the  text,  or  blanks  may  be 
exchanged  as  follows: 

I.  A  pupil  may  exchange  with  one  sitting  in  the  same 
seat. 

II.  With  one  across  the  aisle. 

III.  With  one  on  the  opposite  side  of  the  room. 

It  is  Well  to  have  different  pupils  exchange  papers  and 
thus  reduce  the  opportunity  of  cheating  to  the  minimum, 
if  possible. 

How  Often  Should  Words  be  Marked  by  the  Teacher?— 
If  the  pupil  knew"  that  each  w^ritten  exercise  he  produced 
would  pass  under  the  teacher's  critical  eye,  it  would  be 
an  incentive  for  him  to  put  forth  his  best  effort  always. 

Because  of  limited  time  the  teacher  cannot  do  this. 
She  should  examine  the  spelling  blanks  twice,  or  at  least 
once,  a  week.  The  pupil  should  be  given  to  understand 
that  even  though  he  may  be  allowed  to  judge  his  own 
or  his  (ilass-mate's  work  his  marks  will  pass  ultimately 
under  the  teacher's  eye. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  215 

Although  working  for  marks  may  not  be  the  highest 
motive,  if  the  rank  is  plainly  marked  on  the  outside  of 
the  blank,  it  may  be  a  valuable  incentive  to  the  pupil. 


216    A  GUIDE  TO  THE  TEACHER'S  MASTERY  OP  TEXTS 


CHAPTER  XXX. 
QUESTIONS  ON  SPELLING. 

1.  What  is  the  educational  value  of  spelling? 

2.  How  does  it  compare  in  value  with  arithmetic,  geog- 

raphy or  history? 

3.  What  good  results  from  the  study  of  the  subject? 

4.  Does  it  develop  the  reasoning  power? 

5.  Does  it  train  the  mind  for  other  studies? 

6.  To  be  well  educated  is  it  necessary  to  spell  well? 

7.  How  many  words  does  the  pupil  of  today  need  to 

spell  as  compared  with  the  pupil  of  years  ago  ? 

8.  What  classes  of  people  need  spelling  most? 

9.  Why  is  there  such  stress  laid  upon  spelling  in  the 

normal  school? 

10.  When  should  it  be  taught  first? 

11.  What  is  the  average  number  of  words  that  a  child 

should  learn  during  his  first  term  of  school? 

12.  Should  it  be  taught  in  all  the  grades? 

13.  When  would  you  cease  to  teach  it? 

14.  Should  there  be  a  separate  lesson  for  the  spelling? 

15.  Should  each  written  production  be  a  spelling  lesson? 

16.  Should  oral  or  written   spelling  be  taught  exclus- 

ively? 

17.  Which  should  predominate? 

18.  Why? 

19.  How  often  does  the  pupil  use  oral  as  compared  with 

written  spt'lling? 

20.  In  what  grades  should  oral  spelling  be  used? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  217 

21.  How  should  the  word  be   separated  when  spelled 

orally  ? 

22.  Should  a  text  be  used  in  teaching  spelling? 

23.  Should  only  one  book  be  used  ? 

24.  What  are  the  best  texts  in  spelling? 

25.  Should  a  list  be  put  upon  the  board? 

26.  Where  should  this  list  be  obtained? 

27.  Should  a  list  of  isolated  words  be  taught? 

28.  Is  it  advisable  to  learn  to  spell  words  of  whose  mean- 

ing the  pupil  is  ignorant? 

29.  Should  the  word  be  taught  as  an  isolated  word  ? 

30.  Should  definitions  be  taught  also? 

31.  When  should  the  child  use  the  dictionary  in  spelling? 

32.  How  should  he  use  it? 

33.  How  should  dictation  exercises  be  taught  in  connec- 

tion with  spelling? 

34.  Should  the  rules  of  spelling  be  taught? 

35.  Should  they  be  committed  and  repeated  from  mem- 

ory? 

36.  Should  spelling  be  correlated  with  other  studies? 

37.  With  what  subjects  may  it  be  correlated? 

38.  How  many  words  should  be  given  in  one  lesson  in 

the  early  grades? 

39.  In  the  upper  grades  ? 

40.  Should    the    child    be    given    misspelled  words  to 

correct  ? 

41.  Should  there  be  a  list  of  words  often  misspelled? 

42.  Why  is  the  English  language  difficult  to  spell? 

43.  From  what  languages  are  our  words  derived? 

44.  Why  are  people  poor  spellers? 

45.  Why  are  many  good  students  poor  spellers? 

46.  Why  are  we  as  a  whole  a  generation  of  poor  spellers? 

47.  Is  poor  spelling  an  evidence  of  a  poor  memory? 


218  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

48.  Is   there   such   a   thing   as   being   "born   short"   in 

spelling? 

49.  Is  it  possible  for  all  to  be  good  spellers? 

50.  Why  were  our  parents  good  spellers? 

51.  What   should   be   done   with   the   pupils   who   miss 

words  ? 

52.  How  should  we  assist  a  pupil  who  is  trying  hard  to 

master  spelling  who  does  not  seem  to  make  any 
progress  ? 

53.  Should  the  child  write  the  misspelled  words  twenty- 

five  times? 

54.  What  are  the  new  movements  in  spelling? 

55.  What  is  your  opinion  of  a  spelling  match? 

56.  Does  not  a  spelling  match  detract  from  the  pupils' 

interest  in  school  work  enough  to  overbalance  all 
the  good  derived  from  it? 

57.  What  do  you  think  of  giving  prizes  for  the  best 

spelling  ? 

58.  Is  it  necessary  to  know  the  sounds  of  the  letters 

before  one  can  become  a  good  speller? 

59.  Should  diacritical  markings  be  taught? 

60.  How  should  diacritical  marks  be  taught  if  they  have 

been  neglected  in  the  lower  grades? 

61.  Should  rules  for  diacritical  marks  be  memorized? 

62.  In  conducting  a  written  spelling  lesson,  how  should 

the  lesson  be  assigned? 

63.  What  variation  may  there  be  in  pronouncing  the 

words  ? 

64.  In  what  order  should  they  be  pronounced? 

65.  How  may  the  subject  matter  of  the  lesson  be  varied? 

66.  How  may  the  exchange  of  papers  be  varied? 

67.  In  what  different  ways  may  the  words  be  corrected 

during  the  recitation  period? 

68.  In  what  ways  do  pupils  cheat  in  spelling? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  219 

69.  Should  separate  note-books  be  used  for  spelling? 

70.  How  often  should  they  be  marked  by  the  teacher? 

71.  How    may    spelling    records    be  kept  in  the  lower 

grades  ? 

72.  What  is  your  opinion  of  simplified  spelling? 

73.  What  list  of  words  is  it  allowable  to  spell  as  sounded? 

74.  What  is  the  best  time  for  the  spelling  recitation? 

75.  In  giving  examinations  in  other  studies  should  the 

pupil  be  marked  lower  for  misspelled  words? 

76.  What  is  meant  hy  working  for  head  marks? 

77.  How  much  time  should  be  spent  on  spelling? 

78.  Give  all  the  devices  yoxi  can  for  teaching  the  spell- 

ing lesson. 


220    A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 


CHAPTER  XXXI. 
OUTLINE  FOR  THE  STUDY  OF  TEXTS  IN  SPELLING 

V.  Preface. 

a.  Number  of  pages? 

b.  Comparative  length? 

c.  Main  words? 

d.  Are  they  definitely  brought  out? 

e.  Comprehensive  ? 

f.  Purpose  of  book  stated? 

g.  Clearly  set  forth? 

h.     Acknowledgment  of  aid? 

VI.  Acknowledgment  of  Permission  to  Publish. 

Where  found 

a.  Preface  ? 

b.  Close  of  selection? 

VII.  Contents. 

a.  Comparative  length? 

b.  Number  of  lessons? 

c.  Divided  into  parts? 

d.  Chapter  indicated? 

e.  Page  indicated? 

;  VIII.     Suggestions  to  Teachers. 

a.  Where  found? 

b.  Helpful? 

c.  Sufficient  number? 
IX.    Suggestions  to  Pupils. 

a.  Comparative  nuiiil)er? 

b.  Helpful? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  221 


c. 

Practical  ? 

d. 

Where  found? 

:.     Material  of  Text. 

A.     Upon  what  based? 

1. 

Dictation  exercises? 

2. 

Fine  selections  from  literature? 

a.     Prose  ? 

b.     Poetry  ? 

1.     Name  of  author  given? 

3. 

Nature  study? 

4. 

Botany  ? 

5. 

Fables? 

6. 

Geography  ? 

7. 

Physics  ? 

8. 

History  ? 

9. 

Physiology? 

10. 

Geology? 

11. 

Industry  ? 

12. 

Chemistry  ? 

13. 

Civil  service? 

14. 

Selected  words  to  be  written  in  sentences? 

15. 

Syllables  and  accent? 

16. 

Words  classified? 

17. 

Sounds  and  symbols? 

18. 

Table  of  diacritical  marks? 

19. 

Guide  to  pronunciation? 

a.     Table  of  vocals? 

b.     Of  equivalents? 

c.     Of  subvocals? 

d.     Of  aspirates? 

e.     Subvocals  and  aspirate  equivalents? 

20. 

Script  to  be  copied? 

21. 

Contractions  ? 

22. 

Word  building? 

222  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OP  TEXTS 


23. 

Words  having  opposite  meaning? 

24. 

Words  having  similar  meaning? 

25. 

Suffixes? 

26. 

Prefixes  ? 

27. 

Prefixes  in  words  of  foreign  origin? 

28. 

Terms  used  in 

a.     Geography? 

b.     Hygiene  ? 

c.     Commerce? 

d.     Music  ? 

e.     Arithmetic  ? 

f .      Astronomy  ? 

g.     History  ? 

29. 

Root  words  and  derivatives? 

30. 

Derivatives  from  foreign  languages?  ' 

31. 

Drill  in  accentuation? 

32. 

Drill  in  pronunciation? 

33. 

Words  of  different  origin 

a.     Anglo-Saxon  ? 

b.     Celtic? 

c.     French  ? 

d.     Scandinavian? 

e.     Dutch? 

f.      Italian? 

g.     Spanish  ? 

h.     Greek? 

i.     Latin  ? 

j.      German? 

34. 

Homophones? 

35. 

Homonyms  ? 

36. 

Synonyms? 

37. 

Words  of  similar  moaning  from  different  Ian 

guages  ? 

38. 

Marks  used  in  writing  and  printing? 

AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  223 

39.  Word  analysis? 

40.  Lists  of  words  containing  the  sound  of  a  par- 

ticular letter? 

41.  Words  of  interesting  etymology? 

42.  Application  of  rules  and  exceptions? 

43.  Words  containing  troublesome  terminations  ? 

44.  Exercises  in  grammatical  form? 

XI.  Abbreviations  Used  in  Writing  and  Printing. 

a.  Number  of  pages? 

b.  Those  most  frequently  used? 

XII.  Latin  Words  and  Phrases. 

a.  Number  of  pages? 

b.  Those  most  frequently  used? 

XIII.  French  Words  and  Phrases. 

a.  Number  of  pages? 

b.  Those  most  frequently  used? 

XIV.  Arrangement  of  Material. 

a.  Logical  sequence? 

b.  Is  material  such  as  to  stinudate  the  pupil  to 
thought? 

c.  Arranged  for  correlation? 

d.  Lessons  of  same  nature  interspersed  through 
text? 

e.  Topical? 

f.  Spiral? 

g.  Phonetical  ? 

h.     Which  predominates? 

1.  Written  spelling? 

2.  Oral  spelling? 
i.      Divided  into  parts? 

XV.  Rules. 

a.  Comparative  number? 

b.  Clear? 


224  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

c.  Concise  ? 

d.  Where  found? 

XVI.  Definitions. 

a.  Comparative  number? 

b.  Clear? 

c.  Concise  ? 

XVII.  Reviews. 

a.  Frequent? 

b.  How  often  occur? 

c.  Important  words? 

d.  Non-important  words? 

XVIII.  Pronunciation  of  Difficult  Words. 

a.  Are  words  diacritically  marked? 

b.  Accented? 

c.  Syllabized? 

d.  Silent  letters  italicised? 

XIX.  References  to  Dictionary. 

a.  How   many? 

b.  Where  found? 

XX.  Division  into  Lessons. 

a.  Well  divided? 

b.  Poorly  divided? 

XXI.  Grading  of  Lessons. 

a.  Well  graded? 

b.  Poorly  graded? 

XXII.  For  What  Ages? 

XXIII.  For  What  Grades? 

XXIV.  Unusual  Features  of  Book? 

XXV.  Favorable  Criticisms? 

XXVI.  Unfavorable  Criticisms? 

XXVII.  Problems  Before  Teacher? 

XXVIII.  The  Psychological  Aspect? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  225 


CHAPTER  XXXII. 

PROBLEMS  WHICH  CONFRONT  THE  TEACHER 
OF  SPELLING. 

1.  What  words  to  select  for  the  spelling  list. 

2.  AVhat  words  to  choose  to  supplement  the  spelling 

texts. 

3.  How  many  words  to  assign  for  a  lesson. 

4.  How  to  present  the  lesson  in  such  a  manner  as  to 

interest  the  pupil. 

5.  How   to   vary   the  presentation. 

6.  How  to  plan  the  work  so  that  written  spelling  shall 

predominate. 

7.  To  learn  to  pronounce  the  word  so  distinctly  that 

one  pronunciation  will  suffice. 

8.  How  to  vary  the  pronunciation  of  words  in  the  spell- 

ing lesson. 

9.  How  to  increase  the  pupil's  vocabulary  through  the 

study  of  spelling. 

10.  How  to  develop  the  reasoning  power  by  means  of 

spelling. 

11.  What  definitions  to  teach  the  pupil. 

12.  What  rules  of  spelling  to  teach. 

13.  AVhat  rules  to  teach  for  the  diacritical  markings. 

14.  How  to  teach  the  pupil  to  use  the  dictionary  so  that 

he  will  be  interested  in  it. 

15.  How  to  present  prefixes  and  suffixes  in  an  attractive 

way. 
IG.     How  to  incite  the  pupil  to  do  the  neatest  possible 
written  work. 


15 


22{j    A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

17.  ITow  to  vary  the  exchange  of  papers  in  the  recitation. 

18.  How  to  vary  the  correction  of  words. 

19.  TIow  to  prevent  deception. 

20.  ITow  to  retain  the  pupil's  interest  in  the  lesson. 

21.  IIow   to   conduct   a   spelling  match. 

a.  ITow  to  conduct  it  with  the  utmost  fairness. 

b.  TTo"\\  to  vary  the  manner  of  conducting  it. 

22.  IIow  often  to  have  a  spelling  match,  taking  into  con- 

sideration the  highest  welfare  of  the  school. 

23.  How  to  assist  the  pupil  who  endeavors  to  learn,  but 

who  constantly  misses  words. 

24.  To  decide  whether  misspelled  words  in  other  lessons 

than  the  spelling  lesson  should  be  deducted  from 
the  pupil's  per  cent. 


PART  VII.    MISCELLANEOUS. 


CHAPTER  XXXIII. 

QUESTIONS  ON  MUSIC. 

1.  What  is  the  educational  value  of  music? 

2.  How  much  musical  experience  does  the  average  child 

possess  when  he   enters  school? 

3.  What  does  the  supervisor  hope  to  accomplish  in  the 

beginning  work? 

4.  What  is  a  rote  song? 

5.  Why  should  it  be  taught? 

6.  What  is  its  two-fold  purpose? 

7.  What  are  the  details  of  presenting  it? 

8.  How  can  the  teacher  be  sure  that  the  child  under- 

stands what  he  is  singing? 

9.  Why  is  it  important  that  the  child  should  have  the 

best  in  music  as  well  as  in  literature? 

10.  What  advantage  is  there  in  having  the  play  spirit 

manifest  in  the  song  period? 

11.  Of  what  value  are  motion  songs? 

12.  W^hat  are  the  titles  of  three  good  motion  songs? 

13.  What  is  the  name  of  the  composer  of  each? 

14.  Why  is  it  best  to  limit  the  number  of  motion  songs? 

15.  In  what  three  primary  songs  may  pupils  indicate 

the  rhythm  unconsciously  just  in  the  spirit  of  play? 

16.  What  are  several  devices  used  to  develoj)  the  sense 

of  rhj^thm  ? 

17.  How  early  should  rhythm  work  begin? 

18.  In  what  grade  should  pupils  indicate  the  rhythm 

by  means  of  clapping,  circles  and  other  devices? 


228    A  GUIDE  TO  THE  TEACHER'S  MASTERY  OP  TEXTS 

19.  In  what  grade  is  the  child  expected  to  have  a  con- 

scious feeling  for  rhythm? 

20.  In  what  grade  is  he  expected  to  have  a  conscious 

feeling  for  the  pulse  or  beat? 

21.  Is  it  possible  for  all  children  to  learn  to  sing? 

22.  AVhy  are  some  children  considered  monotones? 

23.  Is  it  possible  to  present  songs  in  such  a  way  that 

monotones  could  be  practically  done  away  with? 
2-1.     What  suggestions  may  be  offered  for  dealing  with 
monotones  ? 

25.  What   special   devices  may   be   used   with  students 

needing  additional  help? 

26.  If  a  child  is  allowed  to  pitch  his  voice  very  low  in 

reading  alone  or  in   concert,   what  effect  will  it 
have  upon  his  singing  voice? 

27.  What  are  the  names  of  three  of  the  best  composers 

of   children's   songs? 

28.  What  are  the  titles  of  three  books  containing  the 

best  rote  songs  for  the  primary  grades? 

29.  What  are  the  names  of  three  autumn  songs? 

30.  In  what  books  is  each  found? 

31.  Who  is  the  composer  of  each? 

32.  What  are  the  names  of  three  winter  songs? 

33.  In  what  books  is  each  of  these  found  ? 

34.  Who  composed  each? 

35.  What  are  the  names  of  three  spring  songs? 

36.  In  what  books  is  each  found? 

37.  Who  composed  each  of  these? 

38.  Why  should  the  supervisor  of  music  keep  in  touch 

with  what  the  grade  teacher  is  doing  in  the  gen- 
eral lessons  or  nature  study  work? 

39.  AVhich   should   receive   more    emphasis   in   primary 

music,  song  singing  for  enjoyment  or  preparation 
for  sight  reading? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  229 

40.  How  can  sweet,  light  singing  instead  of  loud,  harsh 

tones  be  obtained  from  children? 

41.  What  is  the  comparison  between  the  ''scale  method" 

of    teaching    music    and    the    old    ''alphabetical 
method"  of  teaching  reading? 

42.  How   does   the   "song  method"   compare   with   the 

modern  methods  of  teaching   reading? 

43.  In  what  grade  should  the  first  ear  training  work 

begin  ? 

44.  What  are  the  various  devices  for  ear  training? 

45.  If  the   major  scale   is  not   presented   in   tlie   lower 

grades,  how  will  the  pupil  become  acquainted  with 
the  intervals  of  the  scale? 

46.  What  advantage  is  there  in  teaching  the  syllables 

of  the  songs  by  rote  or  as  an  additional  stanza? 

47.  What  is  meant  by  using  a  rote  song  for  observation 

purposes  ? 

48.  What  advantage  is  there  in  picturing  the  songs  on 

the  board  in  passing  from  "rote"  work  to  "notes" 
and  the  book? 

49.  How  should  the  pitch  pipe  be  used? 

50.  For  what  other    purposes    besides    starting    songs 

should  it  be  used? 

51.  How  much   rote   song  singing  is   advisable   in   the 

intermediate    grades  ? 

52.  Why  is  an  exercise  in  melody  writing  of  more  value 

than  writing  scales  or  signatures  ? 

53.  In  what  grade  should  theory  work  begin? 

54.  What  theory  should  be  taught  first? 

55.  What  per  cent  of  the  time  given  to  written  work 

should  be  devoted  to  theory? 

56.  In  what  grade  should  the  major  scale  be  presented 

first? 


230  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OP  TEXTS 

57.  In  what  grade  the  chromatic  scale? 

58.  How  should  it  be  presented? 

59.  In  what  grade  should  the  minor  scale  be  presented? 

60.  How  presented? 

61.  In  what  grade  should  part  work  begin? 

62.  What  advantage  is  there  in  using  rounds  as  prep- 

aration for  part  work? 

63.  How  should  the  voices  of  boys  and  girls  be  tested 

and  assigned  to  soprano  and  alto  parts? 

64.  To  w^hat  extent  should  the  unison  song  l)e  used  in 

the  upper  grades? 

65.  Of  what  value  is  it? 

66.  To   what   extent   should   college   songs   be  used   in 

upper  grades  or  high  schools? 

67.  How  should  music  be  presented  in  the  upper  grades 

when  it  has  not  been  taught  in  the  preceding  work? 

68.  What  advantage  is    there    in    studying    the  words 

before  the  melody  in  the  upper  grammar  grades? 

69.  Of  what  value  is  individual  work? 

70.  In  what  grade  should  it  begin? 

71.  Through  how  many  grades  should  it  be  continued? 

72.  How  much  individual  work  comparatively  can  the 

supervisor  expect  to  obtain? 

73.  What  musical   terms  ought  grammar  grade  pupils 

to  know? 

74.  How  should  they  be  taught? 

75.  What  is  the  secret  of  real  expression  in  song  singing? 

76.  How  much  musical  history  should  be  taught  in  the 

grades? 

77.  How  should  it  be   taught? 

78.  AVhich  three  of  the  composers  shouhl  the  pupil  learn 

first? 

79.  Which   do  you   consider  the  best   system  of  music 

books  ? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  231 

80.  Why? 

81.  What   are   three    of   the   best   systems   of   teachinfi: 

music  ? 

82.  How  is  each  of  these  taught? 

88.     What  different  phase  of  music  teaching  docs  each 
emphasize  ? 

84.  How  shouhl  music  be  conducted  in  the  high  school 

wiiere  it  is  being  introduced? 

85.  How  much  theory  shouki  be  taught? 

86.  Which  shouki  receive  more  emphasis,  song  singing 

or  the  study  of  theory? 

87.  How  may  boys  be  interested  in  song  singing? 

88.  Is  it  advisable  to  have  some  musician  outside  of  the 

school  play  or  sing  for  high   school  students  as 
a  listening  lesson? 

89.  Of  what  value  would  it  be? 

90.  What  are  the  titles  of  two  good  high  school  song 

books  ? 

91.  What  is  the  greatest  problem  in  high  school  music? 

92.  What  is  the  purpose  of  organizing  girls'  and  boys' 

glee    clubs  ? 
98.     How  many  pupils  should  there  be  in  each  club? 

94.  What  are  the  titles  of  three  choruses  suitable  for 

girls'  glee  clubs? 

95.  What  are  the  titles  of  three  choruses  suitable  for 

boys'  glee  clubs? 

96.  Why  should  some  unison  songs  be  used  for  boys' 

glee  clubs? 

97.  Upon  what  part  in  the  high  school  chorus  should 

the  boys  with  unchanged  voices  be  placed? 

98.  When  should  rehearsals  for  commencement   music 

begin  ? 

99.  What  six  books  upon  music  should  every  supervisor 

have  in  his  library  ? 


232  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

CHAPTER  XXXIV. 
QUESTIONS  ON  PENMANSHIP. 

1.  What  movements  are  recognized  in  writing? 

2.  What  are  the  characteristics  of   the   various    move- 

ments? 

3.  Which  is  the  best? 

4.  Why? 

5.  What  is  a  movement  drill? 

6.  What  are  four  illustrations  of  movement  drills? 

7.  What  are  the  advantages  to  be  derived  from  them? 

8.  How  often  should  they  be  used? 

9.  What  portion  of  a  lesson  should  be  devoted  to  them? 

10.  What  is  the  relation  that  should  exist  between  them 

and  the  letters  to  be  developt  by  them  ? 

11.  What  movement  drills  should  be  used  for  the  follow- 

ing letters:    e,  m,  a,  o,  L,  Q? 

12.  What  is  letter  classification? 

13.  What  is  its  basis? 

14.  How  should  the  small  letters  be  classified  ? 

15.  What  is  the  type  letter  of  each  class? 

16.  How  does  studying  and  practicing  letters  by  classes 

assist  in  learning  to  write? 

17.  What  letter  should  be  presented  first  to  beginners? 

18.  Why? 

19.  What  two  plans  may  be  used  in  teaching  the  form 

of  letters? 

20.  To  which  should  more  attention  be  given,  the  small 

or   the   capital   letters? 

21.  Of  what  value  in  the  work  in  writing  is  figure  prac- 

tice considered? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  233 

22.  How  are  figures  and  letters  related? 

23.  How  should  figures  be  developt? 

24.  How  does  the  hight  of  the  figure  one  compare  with 

the  hight  of  the  small  letter  a? 

25.  What  are  relative  hights  of  the  ten  digits? 

26.  AVhat  letter  is  used  as  the  unit  for  measuring  the 

hight  of  letters? 

27.  What  is  used  for  measuring  the  width? 

28.  According  to  these  units,  what  is  the  hight  and  the 

width  of  the  small  letter  ''m"? 

29.  Is  it  essential  to  have  an  absolute  standard  of  slant? 

30.  What  is  the  most  desirable  standard? 

31.  What  are  the  essentials  of  good  business  writing? 

32.  Which  ranks  first? 

33.  Why? 

34.  How  may  speed  be  clevelopt? 

35.  How  many  words  averaging  five  letters  each  should 

be  written  per  minute  to  measure  up  to  commer- 
cial rate? 

36.  About  how  many  capital  ''O's"  per  minute? 

37.  How  many  figure  sevens? 

38.  How    may    counting    be    used    in    letter  and  word 

practice  ? 

39.  Of   what   use   is   counting  in   muscular   movement 

development  ? 

40.  What  is  your  method  of  counting  in  class  work? 

41.  How  many  counts  should  be  given  per  minute  for 

oval   exercises,   one  space  in  hight,  counting  the 
down  strokes? 

42.  What  devices  may  be  used  as  a  substitute  for  the 

teacher's  counting? 

43.  How  may  the  metronome  be  used  here? 

44.  What  is  rhythm  in  writing? 

45.  In  what  exercises  is  it  especially  noticeable? 


234    A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

46.  How  may  music  be  used  to  establish  the  count  in 

writing  ? 

47.  What  advantage  has  it  over  counting? 

48.  IIow  often  should  it  be  used  in  Avriting  lessons? 

49.  What  13  meant  by  the  analysis  of  letters? 

50.  AVhat  use  is  made  of  it  at  the  present  time? 

51.  What  are  the  benefits  to  be  derived  from  it? 

52.  Of  what  importance  is  position? 

53.  What  are  the  details  of  the  correct  position  to  be 

used  in  writing? 

54.  How  should  it  be  taught? 

55.  What  will  good  position  render  easy  to  develop? 

56.  What   effect  will   an   incorrect  position  have  upon 

movement? 

57.  What   effect  will   a   stoopt   or   twisted   position   be 

likely  to  have  upon  the  health  of  the  child? 

58.  What  is  the  relation  of  habit  to  position  in  writing? 

59.  What  is  the  main  problem  in  developing  writing  in 

the  primary  grades? 

60.  What  should  be  planned  for  th*e  first  three  lessons 

for  a  beginning  class  in  writing? 

61.  Why  is  it  as  essential  that  lesson  plans  be  made  for 

the  subject  of  writing  as  for  other  subjects? 

62.  What  special  advantages  may  result  from  the  use 

of  the  blackboard  in  the  primary  grades? 

63.  Of  what  v«lue  are  special  lessons  in  the  use  of  the 

lead  pencil? 

64.  What  effect  has  the  use  of  slates  upon  writing? 

65.  When  should  the  use  of  pen  and  ink  be  introduced? 

66.  What   penholders  and   pens  are  best   for  pupils   in 

the  grammar  grades  to  use? 

67.  What   malcriiil  should  be  used  for  practis  work  in 

the  hijrher  trades? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  235 

68.  What  use  may  be  made  of  the  blackboard  in  teach- 

ing writing  to  advanced  classes? 

69.  What   objections   are   usually    offered    to    the    copy 

book? 

70.  What  may  be  substituted  for  it? 

71.  Should  individuality  in  writing  be  discouraged? 

72.  What  are  the  so-called  advantages  of  the  vertical 

system  ? 

73.  What  are  the  so-called  disadvantages? 

74.  Why  did  it  fail? 

75.  What  are  the  advantages  claimed  for  slant  writing? 

76.  When  should  the  muscular  movement  be  introduced? 

77.  Where  are  the  muscles  used  in  muscular  movement 

located  ? 

78.  What  is  meant  by  muscular  relaxation-? 

79.  What  especial  reasons  are  there  for  having  the  mus- 

cles in  the  writing  arm  relaxt? 

80.  How  may  this  be  secured  from  the  pupil  ? 

81.  What  is  meant  by  writers'  paralysis? 

82.  Which  movement  is  most  apt  to  produce  it? 

83.  Why  do  the  majority  of  people  use  the  finger  move- 

ment? 

84.  Should  the  left-handed  pupil  be  forced  to  w^rite  with 

the  right  hand? 

85.  What  effect  does  work  carelessly  written  in  other 

subjects    have    upon    the    pupils'    special    writing 
lessons  ? 

86.  How  may  the  general  written  work  of  the  school 

assist  in  building  up  good  writing? 

87.  What  should  the  teacher  do  to  stimulate  good  writ- 

ing not  only  at  the  writing  lesson,  but  also  at  all 
other  times? 

88.  What  use  should  be  made  of  movement  designs? 

89.  What  is  the  especial  danger  in  their  use? 


236  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OP  TEXTS 

90.  Should  ornamental  writing  be  taught  in  the  public 
schools  ? 

91.  What  mental  faculties  are  especially  employed  in 
writing? 

92.  How  are  these  powers  affected  by  a  thoro  course  in 

writing  ? 

93.  What  natural  incentives  may  be  used  to  stimulate 

work  in  writing? 

94.  Should    prizes    be    offered    for    improvement    in 
writing? 

95.  What  are  the  reasons  for  this? 

96.  What  method  should  be  used  in  criticising  pupils' 
writing  ? 

97.  What  is  the   contrast    between    constructive   and 
destructive  criticism  as  applied  to  writing? 

98.  Is  writing  an  end  or  a  means  to  an  end? 

99.  When  is  the  best  period  during  the  day  for  the 

writing  lesson? 
TOO.     What  two  leading  monthly  magazines  are  publisht 
in  the  interests  of  good  writing? 

101.  Of  what  special  benefit  are  these  to  teachers  of 
writing? 

102.  How  may  they  be  used  with  advantage  to  pupils? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  237 


CHAPTER  XXXV. 
QUESTIONS  ON  MANUAL  TRAINING. 

1.  What  is  this  age  called? 

2.  "Why  is  this  nation  turning  in  this  direction? 

3.  What  is  manual  training? 

4.  What  are  the  arguments  for  it  from  the  standpoint 

of  environment? 

5.  Of  the  individual? 

6.  Of  psychology? 

7.  How  old  is  the  movement? 

8.  With  whom  did  it  originate? 

9.  Who  are  the  leaders? 

10.  Who  originated    the    plan    of    introducing    manual 

training  into  the  school? 

11.  Which  schools  were  the  first  to  adopt  it? 

12.  In  what  schools  in  this  state  is  it  taught? 

13.  In  what  grade  should  instruction  begin? 

14.  Should  it  be  taught  as  a  separate  branch  in  the  lower 

grades  ? 

15.  What  means  of  expression  has  the  pupil? 

16.  How  does  he  show  his  love  for  construction? 

17.  What  are  the  systems  by  which  manual  training  is 

taught  ? 

18.  Which  is  advocated  in  this  school? 

19.  What  is  the  comparative  cost  of  each? 

20.  What    is  the    approximate    cost    of   inaugurating  a 

manual  training  course  in  a  small  town  of  a  thou- 
sand pupils? 

21.  Is  not  the  pupil  of  today  overburdened  with  work? 


238  A  GUIDE  TO  THE  TEACHERS  MASTERY  OF  TEXTS 

22.  IIow  could  lime  be  found  for  manual  training? 

23.  Should  it  be  taken  from  other  studies  for  this  work? 

24.  Should  some  standard  branch  of  study  be  excluded 

in  order  to  give  it  place? 

25.  Would  there  not  be  a  tendency  in  having  so  much 

additional  work,  to  do  no  one  thing  well? 

26.  To  what  extent  should  manual  training  be  taught  in 

the  public  school? 

27.  To  what  grades  should  the  instruction  be  extended? 

28.  What  kind  of  work  is  adapted  to  the  lower  grades? 

29.  What  should  be  emphasized  in  the  4th,  5th,  6th,  7th 

and  8th  grades  ? 

30.  In  the  upper  grades? 

31.  Would  it  be  advisable  to  have  this  branch  in  the 

high  school? 

32.  What  work  should  be  given  to  high  school  pupils  who 

have  had  no  previous  instruction  on  this  subject? 

33.  IIow  could  interest  in  the  study  be  awakened  best 

among  the  patrons  of  the  ordinary  high  school, 
so  that  its  introduction  would  be  sanctioned? 

34.  If  manual  training  had  been  taught  in  the  lower 

grades,   what   should   be   the   high   school   pupil's 
knowledge  of  this  subject? 

35.  How  much  time  each  day  should  be  given  to  it? 

36.  What  part  of  the  day  should  be  devoted  to  it? 

37.  IIow  much  tinu^  should  be  spent  upon  it  in  order  that 

it  might  prove  a  benefit? 

38.  At  what  age  should  the  pupil  be  allowed  to  specialize 

in  it? 

39.  What  should  be  the  aim  in  manual  training? 

40.  Should   the   pupil   understand   the   real   purpose   of 

manual  training? 

41.  Should    the    meaning    of   mechanical    work   be    eX' 

plained  ? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  239 

42.  Should  the  teacher's  aim  be  that  of  the  pupil? 

43.  What  is  the  purpose  of  teaching  it  in  the  normal 

school  ? 

44.  Is  there  scope  for  individuality? 

45.  How  much  of  the  pupil's  own  thought  and  expression 

should  be  put  into  the  work? 

46.  Should  emphasis  be  placed  upon  the  useful  or  upon 

the  beautiful  throughout  the  course? 

47.  Could  manual  training  be  correlated  with  other  sub- 

jects? 

48.  How  could  it  be  correlated? 

49.  What  is  the  connection  between  drawing  and  manual 

training? 

50.  Should  work  be  the  same  for  boys  and  girls? 

51.  At  what  age  should  they  work  separately? 

52.  If  a  girl  shows  ability  in  the  line  of  carpentry  and 

joinery,  or  a  boy  along sthe  lines  of  domestic  science 
should  provision  be  made  for  the  bent  of  each? 

53.  Does  the  boy  or  girl  form  the  more  satisfactory  pupil 

in  manual  training? 

54.  How  should  materials  be  furnished? 

55.  Should  the  pupil  own  the  tools  with  which  he  works  ? 

56.  How  should  products  be  marked? 

57.  Should  the  dull  pupil's  products  be  marked  higher 

than  those  of  the  bright  pupil? 

58.  Would  manual   training   keep   the  pupil   in  school 

longer? 

59.  Would  it  keep  the  boys  in  school? 

60.  Should  the  pupil  be  compelled  to  take  manual  train- 

ing if  he  has  not  the  least  inclination  along  that 
line? 

61.  What  should  be  done  in  case  the  parents  object  to  it? 

62.  Would  it  be  beneficial  to  the  pupil  who  is  intellec- 

tually inclined  and  takes  no  interest  in  hand  work  ? 


240    A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

63.  Would  it  be  as  distasteful  to  some  as  book  knowledge 

is  to  others,  so  that  compulsory  educational  laws 
would  still  be  necessary  if  it  were  generally  taught  1 

64.  Would  it  take  the  attention  from  other  work  ? 

65.  Would  there  not  be  danger  of  the  pupil's  becoming 

so  interested  that  he  would  neglect  other  studies? 

66.  If  the  pupil  takes  no  interest  in  books  should  he  be 

allowed  to  put  them  aside  entirely  for  manual 
training  which  does  interest  him? 

67.  What  should  be  done  if  interest  is  lost  entirely  in 

other  studies? 

68.  Would  manual  training  do   away  with  apprentice 

work  in  trades  ? 

69.  Would  the  instruction  which  a  boy  receives  in  school 

be  sufficient  to  enable  him  to  earn  a  living? 

70.  What  trades  should  be  represented  in  a  town  not 

manufacturing  extensively  ? 
/I.     Would  a  knowledge  of    manual    training    promote 
interest  along  other  lines  ? 

72.  Should  articles  made  be  what  the  pupil  would  use  in 

his  own  life? 

73.  Could  manual  training  be  pursued  to  advantage  in 

the  rural  districts? 

74.  As  the  time  in  country  schools  is  so  filled  with  reci- 

tations how  could  a  place  be  found  for  it  ? 

75.  How  would  you  manage  if  parents  in  the  country 

objected  to  buying  material  for  the  pupil? 

76.  Would  it  be  advisable  in  rural  schools  to  require  all 

pupils  to  take  manual  training  regardless  of  the 
time  they  were  to  be  in  school  or  the  amount  of 
work  they  did  at  home? 

77.  Could  muscular  development  be  gained  through  this 

work? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  241 

78.  Should  manual  training  be  substituted  for  physical 

training  ? 

79.  What  proof  would  there  be,  if  this  plan  of  teaching 

manual  training  in  the  schools  was  carried  out, 
that  our  country  would  be  more  purely  a  democ- 
racy? 

80.  How  could  the  pupil  be  shown  that  any  kind  of 

manual  work  in  the  outside  world  is  only  a  larger 
form  of  manual  training  in  the  school? 

81.  What  opportunity  is  there  for  teaching  textiles  in 

this  work? 

82.  In  teaching  cooking  should  the  teacher  be  compelled 

to  adapt  herself  to  her  class? 

83.  What  use  could  be  made  of  manual  training  exhibits  ? 

84.  In  this  day  of  industrial  instabilitj^  how  could  what 

is  permanent  in  manual  training  be  determined? 

85.  Would  the  introduction  of  a  manual  training  course 

work  out  in  practice  as  in  theory? 

86.  Would  it  do  away  with  class  distinction? 

87.  Is  it  a  factor  in  developing  the  mind? 

88.  Would  it  help  to  solve  our  labor  problems  ? 

89.  Should  outside  references  be  demanded  in  the  study? 

90.  Is  manual  training  a  fad? 

91.  Would  first  enthusiasm  last? 

92.  Would  knowledge  gained  in  this  subject  result  in 

more  artistic  decorations  of  the  school  room? 

93.  What  would  a  knowledge  of  manual  training  have 

upon  the  pupil 's  ability  to  purchase  ? 

94.  What  paper  is  published  especially  in  the  interests 

of  this  subject? 

95.  What  is  the  best  text  upon  this  study? 

96.  In  what  schools  is  particularly  fine  work  done? 

97.  Where  may  the  pupil  specialize  in  this  line? 


16 


242    A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 


CHAPTER  XXXVI. 
QUESTIONS  ON  THE  FIVE  FORMAL  STEPS. 

1.  With  what  does  good  teaching  deal? 

2.  In  what  does  it  consist? 

3.  Why  have  words  no  magic  power? 

4.  What  is  the  mind's  attitude  toward  knowledge? 

5.  What  is  the  first  duty  of  the  teacher? 

6.  In  erecting  a  building  what  does  the  architect  do 

first? 

First  Step — Preparation 

7.  What  is  the  first  of  the  five  formal  steps? 

8.  What  are  the  dangers  of  omitting  this  step? 

9.  Why  is  the  child's  sympathy  a  necessary  condition 

for  success? 

10.  What  are  the  precautions  with  regard  to  this  step  ? 

11.  What  should  be  the  teacher's  attitude  toward  the 

anticipation  of  facts? 

12.  What  are  the  characteristics  of  the  pupil's  aim? 

13.  What  may  the  form  of  the  statement  of  the  aim  be? 

14.  Why  is  it  difficult  to  word  properly  the  pupil's  aim? 

15.  For  what  does  this  step  of  preparation  afford  oppor- 

tunity ? 

16.  What  is  the  time  required  for  it? 

17.  What  is  the  common  practice  concerning  it? 

18.  What  is  the  name  often  given  to  it? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  243 

Second  Step — Presentation 

19.  What  is  the  second  step? 

20.  What  is  the  need  for  the  statement  of  the  aim  in 

this  step? 

21.  What  may  be  the  form  of  the  presentation? 

22.  With  what  must  the  class  be  engaged  in  order  that 

it  may  be  the  second  step  in  instruction? 

23.  By  what  methods  are  most  subjects  treated? 

24.  What  is  the  plan  of  the  lecture  method  ? 

25.  What  are  the  arguments  in  favor  of  it? 

26.  What  are  the  objections  to  it? 

27.  What  is  the  plan  of  the  text-book  method? 

28.  What    are    the    three    phases    through    which    this 

method  has  passed? 

29.  What  are  the  arguments  in  favor  of  it? 

30.  What  are  the  objections  to  it? 

31.  What  is  the  plan  of  the  developing  method? 

32.  What  are  the  arguments  in  favor  of  it? 

33.  What  are  the  objections  to  it? 

34.  If  the  teacher  wishes  to  make  sure  of  the  real  appre- 

ciation of  knowledge,  how  must  the  facts  offered 
come? 

35.  For  what,  on  the  child's  part,  should  the  best  method 

make  provision? 

36.  What  is  the  distinction  drawn  between  repetition 

and  review? 

37.  Before  knowledge  can  be  digested,  what  is  necessary  ? 

38.  What  used  to  be  the  custom  with  regard  to  reviews  ? 

39.  Under  these  conditions,  what  kind  of  work  was  done  ? 

40.  Of  what  should  reviews  aim  to  put  the  child  in  pos- 

session? 

41.  What  should  they,  in  the  main,  signify? 

42.  How  could  they  be  made  more  interesting? 

43.  When  should  be  the  time  for  review? 


244    A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

44.  What  steps  are  necessary  in  the  mastery  of  indi- 

vidual notions? 

Third  Step — Comparison 

45.  What  is  the  third  step? 

46.  What  does  it  presuppose? 

47.  To  what  extent  should  it  be  carried? 

48.  What  are  the  advantages  of  comparison? 

49.  How  do  comparisons  lead  to  abstraction? 

50.  What  is  the  difficulty  in  reaching  conclusions? 

Fourth  Step — Generalization 

51.  What  is  the  fourth  step? 

52.  What  is  the  difficulty  in  stating  a  generalization? 

53.  To  state  a  conclusion  tersely  means  what? 

54.  By  whom  should  the  generalization  be  made? 

55.  The  statement  of  a  definition,  law  or  rule  should  be 

the  outcome  of  what? 

56.  What  is  true  of  reproducing  the  book's  statement? 

57.  When  should  the  words  of  another  be  accepted  ? 

58.  What  is  the  summary  with  regard  to  the  general- 

ization? 

Fifth  Step — Application 

59.  What  is  the  fifth  step? 

60.  What  is  the  child's  most  difficult  problem? 

61.  What  are  the  errors  on  the  road  to  application? 

62.  What   is   the   old   question   regarding   theory   and 

practice  ? 

63.  In  what  manner  is  the  theoretical  character  of  school 

knowledge  brought  to  light? 

64.  What  is  the  result  of  theoretical,  bookish  knowledge  ? 

65.  What  does  variation  and  readjustment  necessitate? 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  245 

66.  What  does  it  require  to  apply  general  notions^ 

67.  To  what  is  the  modification  of  our  application  of 

principles  likened? 

68.  Why  are  exact  reviews  not  the  best  form  of  appli- 

cation? 

69.  What  do  excessive,  routine  drills  accomplish? 

70.  What  opportunity  do  other  studies  furnish? 

71.  In  what  should  instruction  and  theory  culminate? 

72.  What  should  be  the  movement  toward  use  and  appli- 

cation ? 

73.  For  what  is  the  school  a  place? 

74.  What  may  education  by    its    theoretical    tendency 

produce  ? 

75.  By  what  does  the  storage  theory  need  to  be  rein- 

forced? 

76.  To  teach  children  to  apply  knowledge  requires  what 

on  the  teacher's  part? 

77.  What  is  the  amount  of  time  now  given  to  appli- 

cation ? 

78.  How  is  application  shown  in  the  subjects  of  lan- 

guage and  grammar? 

79.  What  must  necessarily  be  done  in  order  to  secure 

the  proper  kind  of  thinking? 

80.  What  is  one  conclusion  that  springs  from  this  dis- 

cussion ? 

81.  What  is  meant  by  the  lesson  unit  ? 

82.  What  has  dominated  the  entire  movement? 

83.  In  the  application,  with  what  are  we  still  operating? 

84.  Upon  what  does  the  length  of  time  required  for 

working  out  the  five  formal  steps  depend? 


246    A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

CHAPTER  XXXVII. 

THE  HECTOGRAPH. 

Many  teachers  need  some  means  of  duplication.  If 
the  recipes  for  the  Hectograph  as  given  below  are  used, 
a  satisfactory  and  inexpensive  duplicator  may  be  made 
with  very  little  outlay.  Some  of  the  uses  for  which  the 
hectograph  may  be  employed  are  as  follows : 

1.  Supplementary  work  for  all  classes  which  require  it. 

2.  Supplementary  material  for  classes  in  reading. 
II     Outlines  of  work. 

4.  Review  topics. 

5.  Examination  questions. 

6.  Questions  for  reference  work,  as  in  the  study  of 
history  or  geography. 

7.  References  where  answers  to  such  questions  may 
be  found. 

8.  Questions  to  be  answered  in  class  after  a  geograph- 
ical or  botanical  excursion. 

9.  Experiments  to  be  performed. 

10.  Words  for  the  spelling  lesson. 

11.  Programs. 

12.  Invitations. 

13.  Poems. 

14.  Songs,  both  notes  and  words. 

15.  Directions  for  manual  training  work. 

16.  Drawings. 

Hectograph — First  Recipe. 

20  ozs.  glycerine. 
5  ozs.  water. 
4  ozs.  glue  (common  white). 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  247 

Soak  glue  in  water  over  night  in  new  tin  pan.  Set  on 
back  of  stove  next  morning  and  let  gradually  melt.  When 
melted  add  glycerine,  stirring  slowly.  Boil  for  two 
minutes,  remove  from  stove,  strain  through  thin  cloth 
into  a  shallow  pan  (18  by  9  by  1  inches)  or  into  a  slate, 
set  on  a  level  place  and  let  it  cool.  Next  morning  wash 
oif  with  very  warm  water.  Let  it  dry  for  three  or  four 
hours  and  it  is  ready  for  use. 

Always  wash  it  immediately  after  you  have  used  it, 
with  lukewarm  water. 

Second  Recipe. 

Soak  four  ounces  of  silver  sheet  glue  in  five  ounces  of 
water  over  night.  Then  add  eighteen  ounces  of  pure 
glycerine  and  boil  eight  minutes.  Strain  through  a  cloth, 
pour  into  a  pan  and  let  cool. 

Recipe  for  Hectograph  Ink. 

One  package  purple  diamond  dye  dissolved  in  a  pint 
of  water.  Boil  it  away  one-half  and  add  a  teaspoonful 
of  ether. 


248  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 


CHAPTER  XXXVIII. 
OPENING  EXERCISES. 

Value  of. — Knowledge  gained  from  books  has  its  place 
in  the  world  and  no  one  questions  its  value,  but  there  is 
a  great  deal  of  wisdom  not  gleaned  from  book-lore  that 
helps  to  make  a  person  broadly  educated. 

When  Cecil  Rhodes  appropriated  a  fund  whereby  Amer- 
ican students  might  further  pursue  their  education  in 
England,  he  stipulated  that  pupils  chosen  for  the  com- 
petitive examination  should  possess  high  scholarship  in 
academic  branches  and  should  also  excel  in  athletics,  be 
skilled  in  music;  in  short,  be  "all-round"  men. 

The  regular  subjects  found  in  the  curriculum  are  highly 
essential  to  the  production  of  a  well-rounded  education, 
but  it  is  possible  for  the  opening  exercises  to  be  so  con- 
ducted as  to  form  a  strong  supplement  to  the  routine 
work  and  be  made  the  best  period  educationally  of  the 
day. 

Reasons  for. — Some  of  the  reasons  for  such  exercises 
are: 

1.  It  forms  a  transition  from  play  to  work. 

2.  It  brings  the  school  into  harmony  through  work 
done  in  unison. 

3.  Both  pupil  and  teacher  may  be  ** keyed  up"  for 
the  day. 

4.  It  gives  the  pupil  opportunity  to  discover  his  apti- 
tudes because  of  the  individual  exercise  he  may  be  asked 
to  perform  before  the  school. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  249 

Teacher's  Opportunity. — If  a  teacher  who  has  just 
entered  upon  work  in  a  new  community  can  impress  her 
pupils  early  in  her  career  by  that  for  which  she  has  a 
special  aptitude,  it  may  help  her  to  establish  a  reputation 
as  a  strong  instructor.  If  she  is  especially  gifted  as  a 
player  of  instrumental  music,  as  a  vocalist,  as  a  reader, 
as  an  artist,  or  if  she  has  had  fine  advantages  for  travel, 
or  has  undergone  unusual  experiences,  or  if  her  powers 
of  description  are  fine,  or  she  is  able  to  impress  deeply 
some  moral  truth,  the  opening  exercises  may  offer  an 
opportunity  not  given  in  the  daily  routine. 

No  Duplication. — The  general  or  morning  exercise 
should  avoid  duplicating  studies  and  yet  should  broaden 
the  child's  mind. 

Worship. — Where  the  law  of  the  state  does  not  forbid, 
worship  may  be  made  the  main  part  of  the  exercise. 

Passage  from  the  Bible. — The  teacher  may  read  or  the 
pupils  may  learn  verse  by  verse  a  chapter  from  the  Bible, 
repeating  in  unison.  Or,  the  chapter  may  be  learned  by 
individual  study,  the  pupils  repeating  in  concert. 

Moral  Truths. — As  a  variation  from  the  reading  of  the 
scripture,  there  may  be  an  occasional  substitution  of  up- 
lifting thoughts  possessing  a  high  moral  tone,  selected 
from  a  noted  author. 

Exercises  by  Pupils. — A  large  part  of  the  exercises 
should  be  given  by  the  school,  as  what  the  pupils  do  them- 
selves usually  interests  them  more  than  to  be  passive 
listeners. 

Committees  may  make  reports  upon  topics  of  special 
interest. 

Entertainment  by  Class. — One  class  may  offer  an  enter- 
tainment prepared  by  itself.    This  may  consist  of  a  song 


250  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

newly  learned  or  a  dramatization  whose  meaning  the 
remainder  of  the  school  is  to  interpret.  Other  exercises 
of  a  similar  nature  will  suggest  themselves  to  the  teacher. 

Vacation  Reports. — After  vacation,  especially  the  long 
summer  interim,  there  is  heard  the  constant  hum  of  spir- 
ited conversation  during  recess  periods.  Pupils  are  relat- 
ing to  each  other  incidents  of  happy  days  and  pleasant 
experiences.  Why  not  utilize  this  desire  on  the  pupils' 
part  and  have  the  entire  school,  instead  of  a  few  indi- 
viduals, benefited  by  the  effort? 

Select  a  few  pupils,  who  will  make  good  reports,  have 
rehearsals  enough  to  make  sure  that  the  effort  will  be 
creditable,  and  allow  pupils  to  tell  of  travels,  of  excur- 
sions, and  of  places  of  interest  visited  during  the  months 
of  separation. 

Production  in  English. — If  in  the  language  or  English 
recitation,  an  essay  or  composition  of  unusual  merit  has 
been  produced,  the  teacher  may  show  her  appreciation  of 
and  encourage  the  pupil  to  further  effort  by  having  the 
production  read  before  the  school. 

Or,  if  a  story  has  been  written  or  told  in  such  a  manner 
as  to  hold  the  attention,  this  may  be  repeated  before  the 
school. 

Book  Reviews. — A  very  valuable  exercise  may  be 
reports  on  favorite  books  read  by  individual  pupils.  This 
will  encourage  the  reading  of  good  literature,  will  pro- 
vide a  theme  of  paramount  interest  to  the  pupil  and  aid 
in  fluency  of  expression. 

Music. — If  the  school  room  is  fortunate  enough  to  con- 
tain a  piano  or  organ,  many  musical  exercises  may  be 
provided ;  but  if  not  so  fortunate,  solos  may  still  be  a  pos- 
sibility, for  vocal,  violin,  mandolin,  or  guitar  selections 
may  be  rendered. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  251 

Whistling. — If  the  town  has  among  its  citizens  an  indi- 
vidual who  is  an  excellent  whistler  of  songs  or,  better 
still,  if  one  of  the  pupils  can  whistle,  this  will  form  an 
interesting  exercise. 

Special  Days. — Special  days,  such  as  Thanksgiving, 
Christmas,  Easter,  and  Memorial  Day,  also  great  events 
and  the  birthdays  of  great  men  and  women,  are  generally 
observed  throughout  the  schools. 

Quotations. — Quotations  worth  cherishing  in  the  mem- 
ory may  be  learned  by  the  school;  at  times  from  one 
author,  at  others  from  miscellaneous  authors. 

A  quotation  may  be  written  upon  the  board  and  learned 
by  private  study,  being  erased  when  mastered,  or  the 
school  may  repeat  in  concert  until  it  has  been  committed. 

If  this  memorizing  is  persisted  in,  enough  quotations 
may  be  thoroughly  learned  so  that  there  is  one  for  each 
pupil.  For  the  last  day  exercises,  the  response  to  roll- 
call  may  be  by  means  of  quotations,  none  being  dupli- 
cated. 

Quotations,  especially  adapted  for  school  work,  may 
be  found  in  "Treasured  Thoughts,"  by  Frank  V.  Irish, 
of  Chicago,  and  in  a  periodical  entitled  "Remember," 
published  at  Emporia,  Kansas. 

Proverbs. — Proverbs  may  be  substituted  for  quotations 
and  used  in  a  similar  manner. 

A  Good  Book. — The  teacher  may  spend  a  stated  time 
each  day  or  just  a  few  minutes  between  the  warning  bell 
and  the  last  bell  reading  an  interesting  book  to  the  pupils. 

Magazine. — One  school  was  asked  to  subscribe  for  a 
magazine,  the  one  chosen  being  "St.  Nicholas."  The 
affair  was  so  presented  that  the  financial  phase  of  it  was 
easily  managed.     Pupils  brought  money  as  they  could, 


252  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

some  more,  some  less,  some  none  at  all.  No  one  was  urged 
personally,  and  there  was  always  enough  to  pay  for  each 
copy  and  a  trifle  remaining.  The  magazine  was  ordered 
purposely  through  the  dealer,  for  the  teacher  wished  ' '  St. 
Nicholas"  to  be  found  among  the  month's  display  of  new 
magazines,  that  there  might  be  awakened  in  her  pupils 
the  pleasure  that  comes  from  seeing  a  window  full  of 
attractively  arranged  fresh  periodicals  and  that  there 
might  also  be  aroused  the  eagerness  to  peruse  their  con- 
tents, such  as  comes  to  every  true  lover  of  reading. 

The  continued  story  was  read  from  month  to  month 
and  each  new  installment  was  eagerly  awaited.  This 
periodical  was  placed  upon  a  reading  desk  and  the  pupils 
were  made  to  feel  that  it  belonged  to  them  personally. 
Often  at  intermission,  one  pupil  would  be  found  re- 
reading a  selection,  read  by  the  teacher,  while  other  pupils 
would  be  grouped  around  listening  with  rapt  attention. 
When  school  closed  for  the  year  and  the  teacher  left  the 
place  permanently,  as  the  story  was  not  completed,  many 
of  the  pupils  gathered  during  the  summer  vacation  of 
their  own  volition  and  finished  it. 

This  occurred  in  the  grades  and  when  these  pupils 
graduated,  the  historian  called  attention  to  the  fact  that 
the  class,  as  a  whole,  had  ever  since  that  time  been  noted 
for  having  a  special  literary  bent  and  it  was  attributed 
to  the  teacher  who  had  interested  them  in  literature. 

The  reading  desk  referred  to  was  a  very  unpretentious 
one,  consisting  of  a  long,  wide  board,  slanted  slightly, 
provided  with  a  small  ledge  to  prevent  papers  from  falling 
off,  and  placed  at  the  height  at  which  pupils  of  this  grade 
might  stand  and  read  with  ease.  Upon  it  was  placed, 
besides  the  magazine  and  scrap-book  before  mentioned, 
files  of  ** Youths*  Companions,"  donated  by  a  woman 
whose  children  were  grown,  also  files  of  '* Harper's  lUus- 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  253 

trated  Weekly,"  neither  being  in  their  pristine  freshness, 
but  still  containing  much  both  interesting  and  instruct- 
ive. Besides  this  were  found  sample  copies  of  periodi- 
cals, such  as  always  find  their  way  to  teachers.  This 
desk  was  often  a  great  aid  in  discipline  when  the  cold, 
stormy  days  came  and  pupils  preferred  to  remain  in  the 
house  during  intermission. 

Current  Events. — Current  events  may  be  handled  in 
various  ways  so  as  to  be  interesting  as  well  as  profitable. 
They  may  also  aid  in  increasing  the  interest  of  parents 
in  school  work,  since  children  are  likely  to  consult  with 
those  at  home  concerning  subjects  under  discussion  in 
school. 

1.  They  may  be  placed  upon  a  bulletin  board,  comment 
being  passed  upon  them  or  not,  at  will. 

2.  They  may  be  reported  upon  by  a  pupil  especially 
designated. 

3.  They  may  be  reported  upon  by  a  committee,  either 
by  the  chairman  or  by  each  member  of  the  committee. 

4.  The  class  may  be  divided  into  sides  and  each  side 
may  contest  to  see  which  presents  the  better  report. 

5.  The  teacher  may  assume  the  task  of  reporting,  or 
direct  the  efforts  of  pupils. 

Occasionally  it  lends  a  pleasing  variety  to  give  items 
of  news  a  trifle  out  of  the  regular  order. 

Previous  Notable  Events. — Ee calling  notable  incidents 
that  happened  the  same  day  in  previous  years  may  be 
made  a  very  interesting  exercise.  Articles  upon  this  sub- 
ject are  often  published  in  the  newspapers. 

Debate. — A  very  profitable  exercise  in  any  grade  is  a 
debate.  Care  must  be  taken,  of  course,  to  see  that  the 
subject  is  appropriate  to  the  pupils'  stage  of  advance- 
ment. 


254  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

Stranger  or  Townsman. — A  stranger  or  townsman  may- 
be invited  to  discuss  important  events  or  express  a  per- 
sonal view.  Not  every  one  who  has  good  command  of 
English  has  the  personality  requisite  to  hold  the  attention 
of  pupils  and  the  teacher  should  satisfy  herself  upon 
this  point  before  an  invitation  is  extended,  and  some- 
times it  is  well  to  give  definite  suggestions  as  to  what 
should  be  said. 

Noted  Individual. — If  a  lecturer  or  eminent  person 
who  has  given  an  entertainment  in  the  place  can  be  per- 
suaded to  address  the  school,  it  may  prove  both  interest- 
ing and  instructive  and  may  constitute  an  event  long 
remembered  by  the  pupils. 

Addresses  by  Professional  Men. — The  professional  men 
of  the  place  may  be  invited  to  address  pupils  on  subjects 
upon  which  they  are  particularly  qualified  to  speak  and 
which  come  within  their  experience. 

The  following  may  prove  suggestive : 

I.  Doctors  may  discuss: 

1.  The  value  of  good  health  and  how  to  care  for  it. 

2.  Tuberculosis. 

II.  Dentists. 

1.  Hygiene  of  the  mouth  and  teeth. 

2.  Physiology  of  the  mouth. 

III.  Lawyers. 

1.  Law  as  a  profession. 

2.  Contracts. 

IV.  Ministers. 

Subjects  may  be  chosen  by  the  speaker,  unless  the 
address  is  wanted  for  a  particular  purpose. 

V.  Business  men. 

1.  Success  in  business. 

2.  Honesty  in  business  methods. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  255 

Suggestive  Topics. — The  following  topics  may  be  sug- 
gestive as  the  subject  for  a  special  address: 

Panama  canal. 

Events  of  the  Civil  war. 

"Noblesse  oblige." 

The  dictionary. 

Two  eruptions  of  Mt.  Vesuvius. 

San  Francisco  earthquake. 

Types  of  courage. 

Nonsense  in  literature. 

Stories  of  shepherd  life. 

Favorite  songs. 

The  Jungle. 

Scotland. 

Book  illustration. 

Music  of  different  nations. 

Pottery. 

A  Greek  festival. 

Eoman  customs. 

Inventors  and  inventions. 

City  of  Washington. 

Evolution  of  tools. 

First  telegraph  message  sent. 

Wireless  telegraphy. 

Telegraph  strike. 

Life  in  a  castle. 

Unusual  Entertainment. — If  a  performance  of  unusual 
excellence,  as  a  lecture,  concert  or  play,  is  to  be  produced 
in  the  town  during  the  year,  intelligent  discussion  upon 
such  a  subject  may  awaken  the  pupils'  desire  to  attend 
and  may  also  cause  them  to  be  much  more  appreciative 
listeners. 

Trip  to  City  or  Country. — If  the  teacher  has  taken  a 
trip  to  some  large  city  or  country,  she  may  make  a  talk 


256  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

upon  this  subject  intensely  interesting,  or  an  imaginary 
trip  need  not  be  wholly  lacking  in  interest. 

If  the  teacher  has  the  power  of  making  copies  of 
famous  masterpieces  or  pictures  of  noted  places  visited 
interesting  and  real  to  the  pupils,  especially  if  illustrated 
by  choice  postal  cards  such  as  are  so  generally  manufac- 
tured at  the  present  time,  they  may  be  highly  instructive. 

Postal  Cards. — An  entire  set  of  postals  of  a  city  like 
Boston  or  Philadelphia — rich  as  are  these  places  in  his- 
torical associations — may  be  provided  for  each  pupil  and 
would  serve  to  create  clear  ideas  in  their  minds. 

Or  a  set  of  postals  of  such  excellence  as  those  made  of 
the  Congressional  library  at  Washington  would  be  highly 
educative. 

The  pupil  may  become  so  familiar  with  such  pictures 
as  to  recognize  them  instantly,  to  appreciate  literary 
references  to  them,  and  to  be  able  to  converse  intelligently 
even  with  one  who  has  toured  the  continent. 

Stereoscopic  Views. — If  the  school  is  provided  with  a 
stereoscope,  views  may  be  shown  of  interesting  places  like 
the  Yellowstone  Park  or  the  Rocky  Mountains. 

Many  teachers  make  their  own  slides  and  in  this  way 
incur  but  slight  expense. 

Fair  or  Exposition. — Some  fair  or  exposition,  of  either 
national  or  international  interest  is  often  in  progress,  and 
it  may  prove  of  unusual  educational  interest  to  the 
teacher  if  she  chooses  to  make  it  so,  especially  if  she  or 
any  of  her  pupils  are  expecting  to  attend. 

If  of  sufficient  importance,  the  papers  will  be  filled 
with  illustrations  and  information  concerning  it.  These 
illustrations  may  be  placed  upon  a  bulletin  board  and 
will  help  to  sustain  interest  and  to  make  the  pupils' 
ideas  upon  the  subject  much  clearer.     The  teacher  may 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  257 

speak  of  the  preparations  under  way  for  the  exposition 
and  of  the  interesting  things  to  be  seen  there  or  of  the 
reports  brought  back  by  those  who  have  already  attended. 
After  the  return  of  teacher  or  pupils  from  such  exposi- 
tions, the  school  will  be  particularly  interested  in  descrip- 
tions of  things  actually  seen  and  experiences  passed 
through.  The  two  fairs  of  the  middle  west,  at  Chicago 
in  1893  and  at  St.  Louis  in  1904  were  very  accessible  and 
especially  instructive  from  an  educational  standpoint. 

The  bulletin  board  previously  mentioned  may  or  may 
not  be  elaborate.  A  simple  one  may  be  constructed  of 
any  kind  of  boards  that  will  dovetail  together,  and  cov- 
ered neatly  by  dark  green  or  black  cambric  or  silesia. 
This  may  be  suspended  from  the  wall  by  strong  wire. 
Brass-headed  tacks,  such  as  artists  and  surveyors  use, 
make  the  neatest  and  most  satisfactory  fasteners. 

This  board  may  also  be  used  for  displaying  pictures, 
not  worth  framing  or  those  needed  in  the  school  room  for 
a  short  time ;  for  posting  current  events  or  clippings  from 
the  newspapers,  or  for  the  pupils'  best  written  produc- 
tions in  subjects  pursued. 

"When  the  illustrations  of  the  fair  or  exposition  are 
taken  from  the  bulletin  board,  they  may  be  collected  in 
a  scrap-book  and  put  upon  a  reading  desk  placed  at  the 
pupils'  disposal.  After  the  discussion  is  over,  interest 
in  the  pictures  does  not  decrease,  for  the  pupils  will  often 
refer  to  them  and  talk  the  subject  over  among  themselves. 

Factory  Visited — A  factory  or  some  place  of  special 
interest,  visited  by  pupils  or  teacher,  may  be  reported 
upon. 

Mediums  of  Communication. — Items  of  current  history 
are  always  of  interest,  and  the  mediums  of  circulation, 
as  the  telegraph,  the  newspaper  and  the  magazine,  will  all 
prove  interesting. 

17 


258  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

Important  Discoveries. — If  the  important  discoveries 
which  are  constantly  being  made  in  the  world  of  science, 
are  presented  to  pupils  in  an  interesting  way,  it  will  be 
an  incentive  to  them  to  keep  abreast  of  the  times. 

Gymnastic  Exercises. — Gymnastic  exercises,  especially 
if  not  included  in  the  curriculum,  make  a  pleasing  varia- 
tion. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  259 


CHAPTER  XXXIX. 
LISTS  OF  TEXTS  TO  BE  EXAMINED. 

Readers 

Brumbaugh's  Standard  First  Reader. 
Brumbaugh's  Standard  Second  Reader. 
Brumbaugh's  Standard  Third  Reader. 
Brumbaugh's  Standard  Fourth  Reader. 
Brumbaugh's  Standard  Fifth  Reader. 
Martin  G.  Brumbaugh. 

Baker  and  Carpenter  Readers. 
First  Year  Language  Reader. 
Second  Year  Language  Reader. 
Third  Year  Language  Reader. 
Fourth  Year  Language  Reader. 
Fifth  Year  Language  Reader. 
Sixth  Year  Language  Reader. 

Stepping  Stones  to  Literature. 
Sarah  Louise  Arnold. 
Charles  B.  Gilbert. 

A  First  Reader. 

A  Second  Reader. 

A  Third  Reader. 

A  Fourth  Reader. 

A  Reader  for  Fifth  Grades. 

A  Reader  for  Sixth  Grades. 

A  Reader  for  Seventh  Grades. 

A  Reader  for  Higher  Grades,  ' ; 


260  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OP  TEXTS 

Lights  to  Literature. 
Rand,  McNally  &  Co. 
Book  One, 
Book  Two. 
Third  Reader. 
Fourth  Reader. 
Fifth  Reader. 

Progressive  Course  in  Reading. 

George  I.  Aldrich  and  Alexander  Forbes. 
First  Book. 
Second  Book. 
Third  Book. 
Fourth  Book. 
Fifth  Book. 

Graded  Literature  Readers. 
Harry  Pratt  Judson. 
Ida  C.  Bender. 

First  Book. 

Second  Book. 

Third  Book. 

Fourth  Book. 

Fifth  Book. 

Sixth  Book. 

Seventh  Book. 

Eighth  Book. 

The  Jones  Readers. — L.  H.  Jones. 
The  Jones  First  Reader. 
The  Jones  Second  Reader. 
The  Jones  Third  Reader. 
The  Jones  Fourth  Reader. 
The  Jones  Fifth  Reader. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  261 

School  Reading  by  Grades. 

Baldwin's  Readers. — James  Baldwin. 
First  Year. 
Second  Year. 
Third  Year. 
Fourth  Year. 
Fifth  Year. 
Sixth  Year. 
Seventh  Year. 
Eighth  Year. 

Heart  of  Oak  Books. 
Charles  Eliot  Norton. 
Book  I. 
Book  II. 
Book  III. 
Book  IV. 
Book  V. 
Book  VI. 
Book  VII. 

The  Heath  Readers. 
First  Reader. 
Second  Reader. 
Third  Reader. 
Fourth  Reader. 
Fifth  Reader. 
Sixth  Reader. 

Language  Lessons  and  Grammar. 

Language  Lessons. 
Book  One. 
Book  Two. 

Charles  DeGarmo. 


262  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

Elements  of  English  Grammar. 

George  P.  Brown  and  Charles  DeGarmo. 

Mother  Tongue — Book  I. 
Mother  Tongue — Book  II. 
Arnold  and  Kittridge. 

Language  Lessons. 
Grammar  Lessons. 

Wilbur  Fisk  Gordy. 

William  Edward  Mead. 

Foundation  Lessons  in  English. 
Book  One. 
Book  Two. 
O.  I.  Woodley  and  M.  S.  Woodley. 

Foundation  Lessons  in  English  Language  and  Grammar. 
O.  I.  and  M.  S.  Woodley  and  G.  R.  Carpenter. 

New  Lessons  in  Language. 
English  Grammar  and  Composition. 
Gordon  A.  Southworth. 

Elementary  Composition. 
William  Frank  Webster. 

Webster-Cooley  Language  Series. 
Language  Lessons — Book  I. 
Alice  W.  Cooley. 

Language  Lessons  from  Literature. 
Book  One. 
Book  Two. 

Alice  W.  Cooloy. 


AND  AIDS  TN  ELEMENTARY  INSTRUCTION.  26: 

Elementary  English. 
Elements  of  Grammar  and  Composition. 
Advanced  Grammar  and  Composition. 
E.  Oram  Lyte. 

Graded  Lessons  in  English. 
Higher  Lessons  in  English. 
Reed  and  Kellogg. 


Arithmetics. 

Walsh's  Arithmetic. 

John  H.  Walsh. 
Walsh's  Elementary  Arithmetic. 
Mathematics  for  Common  Schools  (Intermediate), 
Grammar  School. 

Book  I. 

Book  II. 
Higher  Arithmetic. 

The  Werner  Arithmetic. 
Frank  H.  Hall. 
Book  I. 
Book  II. 
Book  HI. 

Smith's  Arithmetics. 
Primary  Arithmetic. 
Grammar  School  Arithmetic. 

David  Eugene  Smith. 

Primary  Arithmetic. 

Public  School  Arithmetic  for  Grammar  Grades. 
McLellan  and  Ames. 


264  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

The  Rational  Arithmetic — Elementary. 
H.  H.  Belfield  and  Sarah  C.  Brooks. 

Grammar  School  Arithmetic. 
George  W.  Myers. 
Sarah  C.  Brooks. 

The  Essentials  of  Arithmetic. 
Book  I. 
Book  II. 
Gordon  A.  Southworth. 

Geographies. 

Tarr  and  McMurry's  Introductory  Geography. 
Tarr  and  McMurry's  Complete  Geography. 

Ralph  S.  Tarr  and  Frank  M.  McMurry. 
A  Teacher's  Manual  of  Geography. 

Charles  McMurry. 

Dodge's  Elementary  Geography. 
Dodge's  Advanced  Geography. 
Richard  Elwood  Dodge. 

Elementary  Geography. 
Advanced  Geography. 
Charles  F.  King. 

'"Prye's  Elements  of  Geography. 
Frye's  Complete  Geography. 
Alexis  Everett  Frye. 

Natural  Elementary  Geography. 
Natural  Advanced  Geography. 
Jacques  W.  Redway  and  Russel  Hinman. 


AND  AIDS  IN  ELEMENTARY  INSTRUCTION.  26? 

The  Rand-McNally  Elementary  Geography. 
Florence  Holbrook. 

The  Rand-McNally  Grammar  School  Geography. 
James  A.  Bowen. 

Revised  by 
Charles  Redway  Dryer. 

Spellers. 

Morse  Speller. 

Samuel  T.  Button. 

Progressive  Course  in  Spelling. 
J.  N.  Hunt. 

Orthographies. 

Institute  Drill  Work,  Orthography  and  Word  Analysis. 
O.  J.  Laylander. 

Irish's  Orthography  and  Orthoepy. 
Frank  V.  Irish. 

Histories. 

McMurry's  Method  of  Teaching  History. 
Norse  Stories. 

Hamilton  Wright  Mabie  and  Katherine  L.  Bates. 
The  Story  of  the  Chosen  People. 
The  Story  of  the  Greeks. 
The  Story  of  the  Romans. 
The  Story  of  the  English. 
Story  of  the  Thirteen  Colonies. 
Story  of  the  Great  Republic. 

H.  A.  Guerber. 


266  A  GUIDE  TO  THE  TEACHER'S  MASTERY  OF  TEXTS 

Nature  Studies. 

The  Nature  Study  Idea. 
Liberty  H.  Bailey. 

McMiirry's  Teaching  of  Elementary  Science. 


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